The Adaptability of the i Can Objective-Based Instructional System for All Handicapped Students with Specific Application to the Severely Handicapped

Beckman-Brindley S. Tovormerra J. B. Normalization: A new took. Education and Training of the Mentally Retarded, February 1978, 66.

Brown L. Branston M. B. Hammre-Nietupski S. Johnson F. Wilcox B. Gruenwald L. A rationale for a comprehensive longitudinal interaction between severely handicapped students and nonhandicapped students and other citizens. AAESPH Review, 1979, 4(1), 3–14.

Brown L. Wilcox B. Sontag E. Vincent B. Dodd N. Gruenwald L. Toward to realization of the least restrictive educational environment for severely handicapped students. The AAESPH Review, 1977, 2(4).

Certo N. Belmore K. Crowner T. Brown L. A review of secondary level education service delivery models for severely handicapped students in the Madison Public Schools. In Sontag E. Smith J. Certo N. (Eds.), Educational programming for the severely and profoundly handicapped. The Council for Exceptional Children, Division of Mental Retardation, 1977.

Donellan A. Gossage L.D. LaVigna G. W. Schuler A. Traphagen J. D. Teaching makes a difference: A guide for developing successful classes for autistic and other severely handicapped children. Sacramento: California State Department of Education, 1977.

Dubose R. F. Langley M. B. Vaughan S. Assessing severely handicapped children. Focus on Exceptional Children, December 1977, 9(7).

Estes W. K. Learning theory and mental development. New York: Academic Press. 1970.

Fredericks H. D. Riggs C. Furey T. Grove D. Moore W. McDonald J. Jordan E. Hanson W. Baldwin V. Wadlow M. The teaching research curriculum for moderately and severely handicapped. Springfield, Illinois: Charles C. Thomas. 1976.

Gibson E. J. Leven H. The psychology of reading. Cambridge, Mass.: MIT Press, 1975.

Gold M. Scott K. Discrimination learning. In Stephens W. B. (Ed.), Training the developmentally young. New York: John Day, 1971.

Haring N. G. Hayden A. H. Beck R. General principles and guidelines for programming for severely handicapped children and youth. Focus on Exceptional Children, April 1976, 8(2).

Hart V. The use of many disciplines with the severely and profoundly handicapped. In Sontag E Smith J. Certo N. (Eds.), Educational programming for the severely and profoundly handicapped. Reston, Virginia, The Council for Exceptional Children, Division of Mental Retardation 1977.

Holding D. H. Knowledge of results. In Legge O. (Ed.), Skills. Baltimore: Penguin Books, 1970.

Kauffman J. M. Snell M. E. Managing the behavior of severely handicapped persons. In Sontag E Smith J. Certo N. (Eds.), Educational programming for ihe severely and profoundly handicapped. Reston, Virginia, The Council for Exceptional Children, Division of Mental Retardation 1977.

McCormick L. P. Eider P. S. Instructional strategies for severely language deficient children. Education and Training of the Mentally Retarded, February 1978.

Meyers D. G. Sineo M. E. Stalma E.S. . The right-to-education child: A curriculum for the severely and profoundly mentally retarded. Springield, Illinois: Charles C. Thomas, 1973.

Morris P. Whiting H. T. Motor impairment and compensatory education. Philadelphia; Lea and Febiger, 1971.

O'Connor W. Hermelin B. Specific deficits and coding strategies. In Clarke A Clarke A D. B. (Eds.), Mental deficiency: The changing outlook (3rd ed.). New York: The Free Press, 1975.

Paloutzian R. Hasazi J. Strifel J. Edgar E. Promotion of positive social interaction in severely retarded children. American Journal of Mental Deficiency, 1971, 75, 519.

Sailor W. Homer R. D. Educational and assessment strategies for the severely handicapped. Vol. 1. New York: Grune and Stratton, 1976.

Sontag E. Burke P. York R. Consideration for servicing the severely handicapped in public schools. Education and Training of the Mentally Retarded. 1973, 8(20).

Stiefel S. Managing behavior: Teaching a child to imitate. Lawrence, Kansas: H & H Enterprises, Inc., 1974.

Thomas M. A. (Ed.). Developing skills in severely and profoundly handicapped children. Reston, Virginia: The Council for Exceptional Children, 1977.

Wehman P. Helping the mentally retarded acquire play skills. Springfield, Illinois: Charles C Thomas, 1977.

Wessel J. A. (Ed.). Planning individualized education programs In special Education with examples from I CAN physical education. Northbrook, Illionois: Hubbard, 1977.

White O. R. Liberty K. A Behavioral assessment and precise educational measurement In N. Haring, & R. Schiefelbusch, Teaching special children, New York: McGraw-Hill. 1976.

Whitman T. L. Mercurio J. R. Caponlgri V. Development of social responses In two severely retarded children. Journal of Applied Behavior Analysis, Vol. III, 1970, 133.

Williams W. Brown L. Certo N. Basic components of an instructional program for severely handicapped students. Theory into Practice, 1975, 14(2), 123–136.

Williams W. Fox T. (Eds.). Minimum objective system for pupils with severe handicaps. Center for Special Education, University of Vermont, February 1977.

Wombold C. Hopper C. Improving independent play of severely mentally retarded children. Education and Training of the Mentally Retarded, February 1978.