Work-in-Progress

Achenbach, T.M. (1991). Integrative guide to the 1991 CBCL, YSR, and TRF profiles. Burlington, VT: University of Vermont, Department of Psychiatry.

Cartledge, G. , & Johnson, C.L. (1996). Inclusive classrooms for students with emotional and behavioral disorders: Critical variables. Theory into Practice, 35, 51-57.

Dworet, D.H. , & Rathgeber, A.J. (1990). Provincial and territorial government responses to behaviorally disordered students in Canada in 1988 . Behavioral Disorders, 15,201-209.

Dwyer, K.P. (1990). Making the least restrictive environment work for children with serious emotional disturbance. Preventing School Failure, 34(3),14-21.

Gartner, A. , & Lipsky, D.K. (1987). Beyond special education: Toward a quality system for all students. Harvard Educational Review, 57, 367-395.

Gresham, F.M. , & Elliot, S.N. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service.

Grinberg, D.I. , (2001). Perceptions of depressed and non-depressed children with behavioral difficulties. Unpublished doctoral dissertation, McGill University, Montreal, Quebec.

Grinberg, D.I. , Heath, N.L. , Lanaro, L.M. , & McLean-Heywood, D. (1999, April). Perceptions of behavioral competence in depressed and non-depressed children with behavioral difficulties. Poster presented at the American Educational Research Association, Montreal, Qc.

Grinberg, D.I. , Heath, N.L. , & McLean-Heywood, D. (1998, May). Self-perceptions of children with behavioral disorders. Paper presented at the Social Sciences Congress, Canadian Associaton of Educational Psychology, Ottawa, Ontario.

Grinberg, D.I. , Rinaldi, C. , & Heath, N.L. (1998, June). Perceptions of depression and domain-specific competencies in children with behavioral difficulties. Poster session presented at the annual meeting of the Council for Exceptional Children, Minneapolis, Minnesota.

Hallenback, B.A. , & Kauffman, J.M. (1996). Constructing habilitative environments for students with emotional or behavioral disorders: Conclusion to the special issue. Canadian Journal of Special Education , 11(1), 100-108.

Harter, S. (1985). Manual for the self-perception profile for children . Denver, CO: University of Denver .

Kovacs, M. (1992). Children's depression inventory manual. North Tonawanda, NY: Multi-Health Systems .

MacMillan, D.L. , Gresham, F.M. , & Forness, S.R. (1996). Full inclusion: An empirical perspective. Behavioral Disorders, 21(2), 145-159.

Ministère de la Santé et Bien-être du Québec ( 1992). Policy on health and well-being. Quebec City, Quebec.

Ministère de l'Éducation du Québec. (1999). Adapting our schools to the needs of all students: Policy on special education . Quebec City, Quebec.

Neel, R.S. , Meadows, N.B. , Levine, P. , & Edgar, E. (1988). What happens after special education: A statewide follow-up study of secondary students who have behavioral disorders. Behavioral Disorders, 13(3), 209-216.

Parker, J.G. , & Asher, S.R. (1987). Peer relations and later personal adjustment: Are low-accepted children at risk? Psychological Bulletin , 102, 357-389.

Rosenberg, M.S. , Wilson, C.L. , Maheady, L. , & Sindelar, P.T. (1992). Educating students with behavior disorders. Toronto: Allyn & Bacon.

Schneider, B.H. , & Leroux, J. (1994). Educational environments for the pupil with behavioral disorders: A best evidence synthesis. Behavioral Disorders , 19(3), 192-204.

Schwean, V.L. , Saklofske, D.H. , Shatz, E. , & Falk, L.K. (1996). Achieving supportive integration for children with behavioral disorders in Canada: Multiple paths to realization. Canadian Journal of Special Education, 11(1), 33-50.

Scruggs, T.E. , & Mastropieri, M.A. (1996). Successful mainstreaming in elementary science classes. A qualitative study of three reputational cases . American Educational Research Journal, 31, 785-811.

Stainback, S. , & Stainback, W. (1992). Curriculum considerations in inclusive classrooms . Baltimore: Paul H. Brookes.