Edward J. Sabornie

Handbook of Classroom Management

Variables that Predict Graduation for Students with Emotional Disturbance: An examination Across High Schools

Mills, B., & Sabornie, E. (2021, July 3). INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION, Vol. 69.

Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis

Focus on Autism and Other Developmental Disabilities, 11, 108835761989031.

Student crime and school suspensions in five different school types in an entire U.S. State

The Conference Proceedings of the 9th Annual International Future of Education Conference, 643–646. https://conference.pixel-online.net/FOE/files/foe/ed0009/FP/5692-SED3858-FP-FOE9.pdf

Interventions for Secondary Students with High Functioning Autism in General Education Settings: A Descriptive Review

Exceptionality, 27(2), 81–100.

Classroom and behavior management research in special education environments

In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 186–204). New York: Routledge.

Introduction to the second edition

In E. T. Emmer & E. J. Sabornie (Eds.), Handbook of classroom management (2nd ed., pp. 1–12). New York: Routledge.

Handbook of classroom management

(2nd ed.).

Qualitative and mixed design research in emotional and behavioral disorders

In H. M. Walker & F. M. Gresham (Eds.), Handbook of evidence-based practices for emotional and behavioral disorders: Application in schools (pp. 537–551). New York: Guilford.

An Editor's Personal Concluding Remarks

Exceptionality, 19(1), 1–1.

Managing and improving behavior in inclusive educational environments

In Reaching every learner: Differentiating instruction in theory and practice. Chapel Hill, NC: LEARN NC.

Brief Report: Increasing Verbal Greeting Initiations for a Student with Autism Via a Social Story™ Intervention

Journal of Autism and Developmental Disorders, 39(12), 1740–1743.

Comparing Characteristics of High-Incidence Disability Groups

Remedial and Special Education, 27(2), 95–104.

Philosophy of Special Education

Exceptionality, 14(2), 63–64.

Qualitative research applications with youth with high-incidence disabilities

In T. E. Scruggs & M. A. Mastropieri (Eds.), Applications of research methodology (pp. 1–32). New York: Elsevier.

Intellectual, academic, and behavioural functioning of students with high-incidence disabilities: A cross-categorical meta-analysis

EXCEPTIONAL CHILDREN, 72(1), 47–63.

Characteristics of Emotional Disturbance in Middle and High School Students

Journal of Emotional and Behavioral Disorders, 12(3), 157–167.

Qualitative research and its contributions to the knowledge of emotional and behavioral disorders

In R. B. Rutherford, M. M. Quinn, & S. R. Mathur (Eds.), Handbook of Research in Emotional and Behavioral Disorders (pp. 567–581). New York: Guilford.

Teaching students with mild and high-incidence disabilities at the secondary level (2nd ed.)

Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.

Homework and students with emotional and behavioral disabilities

In K. L. Lane, F. M. Gresham, & T. E. O’Shaughnessy (Eds.), Interventions for children with or at risk for emotional and behavioral disorders (pp. 144–158). Boston: Allyn and Bacon.

What Is Good About Special Education?

Exceptionality, 8(1), 1–2.

Teaching students with mild disabilities at the secondary level

Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

Career development services offered to postsecondary students with learning disabilities

Learning Disabilities Research & Practice, 10(2), 102–107.

Evidence of Employment Inequality among Females with Disabilities

The Journal of Special Education, 28(2), 149–165.

Job-related social skills instruction of adolescents with mild mental retardation

Journal for Vocational Special Needs Education, 17(1), 1–7.

Social-Affective Characteristics in Early Adolescents Identified as Learning Disabled and Nondisabled

Learning Disability Quarterly, 17(4), 268.

Improving Services for Students With Serious Emotional Disturbances

NASSP Bulletin, 77(549), 46–51.

Patterns and correlates of learning, behavior, and emotional problems of adolescents with and without serious emotional disturbance

Journal of Child and Family Studies, 2(2), 159–175.

Regular classroom social status of students with behavior disorders: A re-analysis

In S. S. Sachs, M. Hirsh, & D. Tierney-Russell (Eds.), The Status of Social Skills Training in Special Education and Rehabilitation: Present and Future Trends (pp. 110–136). Nashville, TN: Vanderbilt University.

Selected Characteristics of a National Sample of Seriously Emotionally Disturbed Adolescents

Behavioral Disorders, 17(4), 273–280.

Social Mainstreaming of Mildly Handicapped Students

The Elementary School Journal, 92(3), 339–351.

Measuring and teaching social skills in the mainstream

In G. Stoner, M. R. Shinn, & H. M. Walker (Eds.), Interventions for achievement and behavior problems (pp. 161–177). Washington, DC: National Association of School Psychologists.

Problems and Promises in Special Education and Related Services for Children and Youth with Emotional or Behavioral Disorders

Behavioral Disorders, 16(4), 299–313.

Extended sociometric status of adolescents with mild handicaps: A cross‐categorical perspective

Exceptionality, 1(3), 197–209.

Restructuring of Mainstream Sociometry with Learning Disabled and Nonhandicapped Students

Exceptional Children, 56(4), 314–323.

Strategy-based Adaptive Instruction in Content-area Classes

Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 13(2), 133–144.

Teaching Social Skills to Students with Mild Handicaps

TEACHING Exceptional Children, 23(1), 35–38.

A review of A. E. Kazdin's (1987), Conduct disorders in childhood and adolescence

Behavioral Disorders, 14(2), 140–141.

Assessment of social/affective measures to discriminate between BD and nonhandicapped early adolescents

Monograph in Behavioral Disorders: Severe Behavior Disorders in Children and Youth, 12, 21–32.

Teaching Learning Strategies to Learning Disabled Students in Postsecondary Settings

Academic Therapy, 24(4), 491–501.

Behavior disordered, learning disabled, and nonhandicapped students' social status in mainstream classes

Monograph in Behavioral Disorders: Severe Behavior Disorders of Children and Youth, 11, 32–45.

Bi-directional and cross-categorical social status of learning disabled, behaviorally disordered, and nonhandicapped adolescents

The Journal of Special Education, 21(4), 39–56.

Considering Research Sense and Policy Cents in the Development of a Metatheory for Learning Disabilities

Journal of Learning Disabilities, 21(4), 223–226.

Effective instruction with microcomputers: Promises, practices, and preliminary findings

In E. L. Meyen, G. A. Vergason, & R. J. Whelan (Eds.), Effective instructional strategies for exceptional children (pp. 355–379). Denver, CO: Love.

Assigned, received, and reciprocal social status of adolescents with and without mild mental retardation

Education and Training in Mental Retardation, 22(3), 139–149.

Bi-Directional Social Status of Behaviorally Disordered and Nonhandicapped Elementary School Pupils

Behavioral Disorders, 13(1), 45–57.

Generalization and Adaptation of Learning Strategies to Natural Environments

Remedial and Special Education, 8(2), 6–23.

Generalization and Adaptation of Learning Strategies to Natural Environments: Part 1

Remedial and Special Education, 8(1), 6–20.

Language Skills of Young Low-Vision Children: Performance on the Preschool Language Scale

Journal of the Division for Early Childhood, 11(3), 217–225.

Sociometry for teachers of behavior disordered students

In R. B. Rutherford, C. M. Nelson, & S. R. Forness (Eds.), Severe behavior disorders of children and youth (pp. 28–40). San Diego, CA: College Hill.

Effective Instruction with Microcomputers: Promises, Practices, and Preliminary Findings

Focus on Exceptional Children, 19(4).

Social Acceptance of Learning Disabled Adolescents

Learning Disability Quarterly, 9(1), 55–60.

Regular Classroom Sociometric Status of Behaviorally Disordered Adolescents

Behavioral Disorders, 10(4), 268–274.

Social Mainstreaming of Handicapped Students

Remedial and Special Education, 6(2), 12–16.

Integrating exceptional students: Special problems involving the emotionally disturbed/behaviorally disordered

British Columbia Journal of Special Education, 8(3), 201–210.