CarrollJ.Illinois Test of Psycholinguistic Abilities, Revised Edition. In BurosO. (Ed.), The Seventh Mental Measurements Yearbook, Volume 1. Highland Park, New Jersey: The Gryphon Press, 1972, 815–823.
2.
CartwrightG., & CartwrightC.Gilding the Lilly: Comments on the training based model.Exceptional Children, 1972, 3, 231–234.
3.
ChalfantJ.Factors Related to Special Education Services.Washington: The Council for Exceptional Children,1972.
4.
ChristopolosF., & RenzP.A critical examination of special education programs.Journal of Special Education, 1969, 3, 371–378.
5.
EngelmannS.Preventing failure in the primary grades.Chicago: Science Research Associates,1969.
6.
GlavinJ.Behaviorally oriented resource rooms: A follow-up.Journal of Special Education, 1974, 8, 337–347.
7.
GlavinJ.Spontaneous improvement in emotionally disturbed children. Unpublished doctoral dissertation, George Peabody College for Teachers, 1967.
8.
GlavinJ., QuayH., AnnesleyF., & WerryJ.An experimental resource room for behavior problem children.Exceptional Children, 1971, 38, 131–137.
9.
HaringN., & PhillipsE.Analysis and modification of classroom behavior.Englewood Cliffs, New Jersey: Prentice Hall,1972.
10.
HayballH., & DillingH.Study of Students from Special Classes Who Have Been Returned to Regular Classes.Scarborough Board of Education, Ontario, Canada, 1969.
11.
LillyS.A training based model for special education.Exceptional Children, 1971, 37, 745–749.
12.
MannL.Perceptual training revisited: The training of nothing at all.Rehabilitation Literature, 1971, 32, 322–335.
13.
McKinnonA.A follow-up and analysis of the effects of placement in classes for emotionally distrubed children in elementary schools.Dissertation Abstracts, 1969.
14.
McKinnonA.Parent and pupil perceptions of special classes for emotionally disturbed children.Exceptional Children, 1970, 37, 302–303.
15.
MorseW., CutlerR., & FinkA.Public School Classes for the Emotionally Handicapped: A Research Analysis.Washington, D.C.: Council for Exceptional Children, 1964.
RistR.Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education.Harvard Educational Review, 1970, 40, 411–451.
18.
RoganL., & LukansJ.Education, administration, and classroom procedures. In Minimal Brain Dysfunction in Children: Educational Medical and Health Related Services, Phase Two. N&SDCP Monograph, Public Health Publication No. 2015, Washington, D.C.: U.S. Department of HEW, 1969, 21–30.
19.
SalviaJ., & ClarkJ.Use of deficits to identify the learning disabled.Exceptional Children, 1973, 40, 305–308.
20.
SaundersB.The effect of the emotionally disturbed child in the public school classroom.Psychology in the Schools, 1971, 8, 23–26.
21.
StaatsA.Complex human behavior.New York: Holt, Rinehart & Winston,1963.
22.
StephensT.Directive teaching of children with learning and behavioral handicaps, 2nd edition, Columbus: Charles E. Merrill, 1976.
23.
StephensT.Teaching skills to learning disabled and behavior disordered children.Columbus, Ohio: Charles E. Merrill,1977.
24.
StephensT., HartmanA., & CooperJ.Directive teaching of reading with low achieving first- and second-year students.The Journal of Special Education, February, 1973, 187–196.
25.
VaccN.A study of emotionally disturbed children in regular and special classes.Exceptional Children, 1968, 35, 197–204.
26.
VaacN.Long term effects of special class intervention for emotionally disturbed children, Exceptional Children, September, 1972, 15–22.
27.
WiederholtJ.Planning resource rooms for the mildly handicapped.Focus on Exceptional Children, 1974, 5, 1–10.
28.
YsseldykeJ., & SalviaJ.Diagnostic-prescriptive teaching: Two models.Exceptional Children, 1974, 47, 181–185.