50th Anniversary Series: Celebrating the Impact of Research on the Lives of People with Severe Disabilities

Browder D. M. Spooner F. Wakeman S. Trela K. Baker J. N. (2006). Aligning instruction with academic content standards: Finding the link. Research and Practice for Persons with Severe Disabilities, 31(4), 309–321. https://doi.org/10.1177/154079690603100404

Brown L. Ford A. Nisbet J. Sweet M. Donnellan A. Gruenewald L. (1983). Opportunities available when severely handicapped students attend chronological age appropriate regular schools. Journal of the Association for the Severely Handicapped, 8(1), 16–24. https://doi.org/10.1177/154079698300800102

Haring T. G. Breen C. Pitts-Conway V. Lee M. Gaylord-Ross R. (1987). Adolescent peer tutoring and special friend experiences. Journal of the Association for Persons with Severe Handicaps, 12(4), 280–286. https://doi.org/10.1177/154079698701200404

Heller H. W. Spooner F. Schilit J. Enright B. E. Haney K. (1991). Classic articles: A reflection into the field of mental retardation. Education and Training in Mental Retardation, 26(2), 202–206.

Helmer O. (1967). Systematic use of expert opinions. RAND.

Horner R. H. Dunlap G. Koegel R. L. Carr E. G. Sailor W. Anderson J. Albin R. W. O’Neill R. E. (1990). Toward a technology of “nonaversive” behavioral support. Journal of the Association for Persons with Severe Handicaps, 15(3), 125–132. https://doi.org/10.1177/154079699001500301

Spooner F. Enright B. E. Haney K. Heller H. W. (1993). An examination of classic articles in the education of persons with severe disabilities. Education and Training in Mental Retardation, 28(1), 23–29.