@article{mills_sabornie_2021, title={Variables that Predict Graduation for Students with Emotional Disturbance: An examination Across High Schools}, volume={69}, ISSN={["1465-346X"]}, url={https://doi.org/10.1080/1034912X.2021.1947475}, DOI={10.1080/1034912X.2021.1947475}, abstractNote={ABSTRACT Students with Emotional Disturbance (ED) graduate from high school with a standard diploma at rates far below their peers. The present study utilised archival data of former high school students with ED and a nondisabled comparison group to examine graduation-related predictor variables. The results indicated that grade point average and extracurricular activity participation positively predicted high school graduation while the number of years spent in 9th grade negatively predicted graduation for both groups of interest. For students with ED, the percentage of student attendance at special education meetings throughout high school was also statistically significant for predicting graduation. Educational implications related to adolescents with ED are discussed.}, number={1}, journal={INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION}, publisher={Informa UK Limited}, author={Mills, Bradley and Sabornie, Edward}, year={2021}, month={Jul} }
 @article{mckeithan_sabornie_2019, title={Social–Behavioral Interventions for Secondary-Level Students With High-Functioning Autism in Public School Settings: A Meta-Analysis}, volume={11}, ISSN={1088-3576 1538-4829}, url={http://dx.doi.org/10.1177/1088357619890312}, DOI={10.1177/1088357619890312}, abstractNote={ The number of secondary-level students with high-functioning autism (HFA) served in public school settings has increased in recent years, and many of these students have difficulty with social–behavioral expectations in such settings. Instructional specialists must know which interventions have been shown to be effective, so they can make informed decisions about service delivery and instructional support (professional development) that maximize the potential for student success. The intent of the present meta-analysis was to examine the efficacy of social–behavioral interventions used with adolescent students with HFA served in public school settings. Thirteen studies employing single-case research designs published in peer-reviewed journals between 1987 and 2018 were found through an extensive literature search. The analyses indicated that specific social skill and behavioral interventions had high effect sizes and, likewise, improved outcomes for students with HFA. Implications for special education practice and future research are provided. }, journal={Focus on Autism and Other Developmental Disabilities}, publisher={SAGE Publications}, author={McKeithan, Glennda K. and Sabornie, Edward J.}, year={2019}, month={Nov}, pages={108835761989031} }
 @inproceedings{sabornie_crossland_griffith_2019, place={Florence, Italy}, title={Student crime and school suspensions in five different school types in an entire U.S. State}, url={https://conference.pixel-online.net/FOE/files/foe/ed0009/FP/5692-SED3858-FP-FOE9.pdf}, booktitle={The Conference Proceedings of the 9th Annual International Future of Education Conference}, author={Sabornie, E.J. and Crossland, C.L. and Griffith, E.H.}, year={2019}, pages={643–646} }
 @article{mckeithan_sabornie_2017, title={Interventions for Secondary Students with High Functioning Autism in General Education Settings: A Descriptive Review}, volume={27}, ISSN={0936-2835 1532-7035}, url={http://dx.doi.org/10.1080/09362835.2017.1359607}, DOI={10.1080/09362835.2017.1359607}, abstractNote={ABSTRACT In recent years, there has been a rise in the number of students with high functioning autism (HFA) enrolled in general education classes. Many of these students struggle with academic and social–behavioral expectations in school, and minimal research is available to educators related to meeting the needs of such students in secondary educational settings. Educators must identify effective, evidence-based strategies to help adolescent students with HFA meet academic and social goals. This review represents a comprehensive search of the literature in which 23 studies, published in peer-reviewed journals from 1985 to 2015, examined social–behavioral and academic aspects of students with HFA in regular education classrooms. Results indicated that several interventions were used successfully to change the behavior of students with HFA in general education. Implications drawn from the research and quality of the studies are provided.}, number={2}, journal={Exceptionality}, publisher={Informa UK Limited}, author={Mckeithan, Glennda K. and Sabornie, Edward J.}, year={2017}, month={Sep}, pages={81–100} }
 @inbook{sabornie_pennington_2015, place={New York}, edition={2nd}, title={Classroom and behavior management research in special education environments}, booktitle={Handbook of classroom management}, publisher={Routledge}, author={Sabornie, E.J. and Pennington, M.L.}, editor={Emmer, E.T. and Sabornie, E.J.Editors}, year={2015}, pages={186–204} }
 @book{emmer_sabornie_2015, place={New York}, edition={2nd}, title={Handbook of classroom management}, DOI={10.4324/9780203074114}, abstractNote={Have leisure times? Read a handbook for classroom management that works writer by Why? A best seller book on the planet with excellent value as well as material is incorporated with intriguing words. Where? Just here, in this website you can check out online. Want download? Certainly readily available, download them additionally right here. Available reports are as word, ppt, txt, kindle, pdf, rar, as well as zip.}, publisher={Routledge/Taylor & Francis}, year={2015} }
 @inbook{emmer_sabornie_2015, place={New York}, edition={2nd}, title={Introduction to the second edition}, booktitle={Handbook of classroom management}, publisher={Routledge}, author={Emmer, E.T. and Sabornie, E.J.}, editor={Emmer, E.T. and Sabornie, E.J.Editors}, year={2015}, pages={1–12} }
 @inbook{sabornie_weiss_2014, place={New York}, title={Qualitative and mixed design research in emotional and behavioral disorders}, booktitle={Handbook of evidence-based practices for emotional and behavioral disorders: Application in schools}, publisher={Guilford}, author={Sabornie, E.J. and Weiss, S.L.}, editor={Walker, H.M. and Gresham, F.M.Editors}, year={2014}, pages={537–551} }
 @article{sabornie_2011, title={An Editor's Personal Concluding Remarks}, volume={19}, ISSN={0936-2835 1532-7035}, url={http://dx.doi.org/10.1080/09362835.2011.537217}, DOI={10.1080/09362835.2011.537217}, number={1}, journal={Exceptionality}, publisher={Informa UK Limited}, author={Sabornie, Edward J.}, year={2011}, month={Jan}, pages={1–1} }
 @inbook{sabornie_2010, place={Chapel Hill, NC}, title={Managing and improving behavior in inclusive educational environments}, booktitle={Reaching every learner: Differentiating instruction in theory and practice}, publisher={LEARN NC}, author={Sabornie, E.J.}, year={2010} }
 @article{reichow_sabornie_2009, title={Brief Report: Increasing Verbal Greeting Initiations for a Student with Autism Via a Social Story™ Intervention}, volume={39}, ISSN={0162-3257 1573-3432}, url={http://dx.doi.org/10.1007/s10803-009-0814-4}, DOI={10.1007/s10803-009-0814-4}, abstractNote={Social Stories™ are a common intervention for addressing the social skills deficits individuals with autism often demonstrate. In this study, a Social Story intervention was used to increase acceptable verbal greeting initiations with an 11-year-old boy who had a diagnosis of high functioning autism. A withdrawal design with a comparison condition examined the frequency of acceptable verbal greeting initiations during 5 min observation periods. Results showed no acceptable verbal greeting initiations during both baseline conditions, increased frequency of acceptable verbal greeting initiations during both intervention conditions, and maintenance of intervention levels of behavior with visual supports during the comparison condition.}, number={12}, journal={Journal of Autism and Developmental Disorders}, publisher={Springer Science and Business Media LLC}, author={Reichow, Brian and Sabornie, Edward J.}, year={2009}, month={Jul}, pages={1740–1743} }
 @article{sabornie_evans_cullinan_2006, title={Comparing Characteristics of High-Incidence Disability Groups}, volume={27}, ISSN={0741-9325 1538-4756}, url={http://dx.doi.org/10.1177/07419325060270020701}, DOI={10.1177/07419325060270020701}, abstractNote={ More than 2 decades ago, Hallahan and Kauffman and others suggested a cross-categorical approach to teaching students identified with high-incidence disabilities (i.e., emotional— behavioral disabilities, learning disabilities, and mild intellectual disabilities) because their behavioral and academic characteristics were seen to be more similar than different. Since that time, more than 150 articles and other works have discussed and compared the characteristics of students across these high-incidence disability categories. This descriptive review examined 34 studies comparing various characteristics of students with high-incidence disabilities. The results indicate that students with emotional— behavioral disabilities, learning disabilities, and mild intellectual disabilities do not differ markedly in social adjustment, but do display considerably different cognitive and behavioral profiles. Implications for instruction and placement are discussed. }, number={2}, journal={Remedial and Special Education}, publisher={SAGE Publications}, author={Sabornie, Edward J. and Evans, Chan and Cullinan, Douglas}, year={2006}, month={Mar}, pages={95–104} }
 @article{sabornie_2006, title={Philosophy of Special Education}, volume={14}, ISSN={0936-2835 1532-7035}, url={http://dx.doi.org/10.1207/s15327035ex1402_1}, DOI={10.1207/s15327035ex1402_1}, number={2}, journal={Exceptionality}, publisher={Informa UK Limited}, author={Sabornie, Edward J.}, year={2006}, month={Jan}, pages={63–64} }
 @inbook{sabornie_2006, place={New York}, series={Advances in learning and behavioral disabilities}, title={Qualitative research applications with youth with high-incidence disabilities}, volume={19}, booktitle={Applications of research methodology}, publisher={Elsevier}, author={Sabornie, E.J.}, editor={Scruggs, T.E. and Mastropieri, M.A.Editors}, year={2006}, pages={1–32}, collection={Advances in learning and behavioral disabilities} }
 @article{sabornie_cullinan_osborne_brock_2005, title={Intellectual, academic, and behavioural functioning of students with high-incidence disabilities: A cross-categorical meta-analysis}, volume={72}, ISSN={["0014-4029"]}, DOI={10.1177/001440290507200103}, abstractNote={ A meta-analysis of 58 studies was performed in which IQ, academic achievement, and behavior characteristics were examined across students with learning disabilities (LD), mild intellectual disabilities (MID), and emotional/behavioral disabilities (E/BD). The effect sizes between students with LD and MID were the largest in the domains of IQ and academic achievement, and the differences involving pupils with E/BD versus those with LD and MID were largest in the behavior realm. Very little disparity was found when comparing (a) those with LD and students with E/BD on IQ measures, and (b) pupils with LD and those with MID in behavior. Implications for cross-categorical and noncategorical special education are discussed. }, number={1}, journal={EXCEPTIONAL CHILDREN}, author={Sabornie, EJ and Cullinan, D and Osborne, SS and Brock, LB}, year={2005}, pages={47–63} }
 @article{cullinan_sabornie_2004, title={Characteristics of Emotional Disturbance in Middle and High School Students}, volume={12}, ISSN={1063-4266 1538-4799}, url={http://dx.doi.org/10.1177/10634266040120030301}, DOI={10.1177/10634266040120030301}, abstractNote={ The authors investigated the five eligibility characteristics of the federal education disability emotional disturbance (ED): inability to learn, relationship problems, inappropriate behavior, unhappiness or depression, and physical symptoms or fears. Participants were 1,210 middle or high school level students with or without ED, of three different racial/ethnic statuses and both genders. Category main effects confirmed that adolescents with ED exceed those without ED on the five characteristics; interaction effects revealed nuances. For relationship problems, students with ED exceeded peers without ED at both school levels, but for unhappiness or depression and physical symptoms or fears, only middle school students with ED had higher scores than their peers.Among students with ED, European Americans exhibited greater physical symptoms or fears than did African Americans but not Hispanics. On relationship problems, there were category-by-gender patterns unique to each race-ethnic group. Results address race and ethnicity in ED identification decisions, indicate additional data needed on students with ED, and suggest research directions. }, number={3}, journal={Journal of Emotional and Behavioral Disorders}, publisher={SAGE Publications}, author={Cullinan, Douglas and Sabornie, Edward J.}, year={2004}, month={Jul}, pages={157–167} }
 @inbook{sabornie_2004, place={New York}, title={Qualitative research and its contributions to the knowledge of emotional and behavioral disorders}, booktitle={Handbook of Research in Emotional and Behavioral Disorders}, publisher={Guilford}, author={Sabornie, E.J.}, editor={Rutherford, R.B. and Quinn, M.M. and Mathur, S.R.Editors}, year={2004}, pages={567–581} }
 @book{sabornie_debettencourt_2004, title={Teaching students with mild and high-incidence disabilities at the secondary level (2nd ed.)}, ISBN={0131105515}, publisher={Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall}, author={Sabornie, E. J. and DeBettencourt, L. U.}, year={2004} }
 @inbook{sabornie_2002, place={Boston}, title={Homework and students with emotional and behavioral disabilities}, booktitle={Interventions for children with or at risk for emotional and behavioral disorders}, publisher={Allyn and Bacon}, author={Sabornie, E.J.}, editor={Lane, K.L. and Gresham, F.M. and O’Shaughnessy, T.E.Editors}, year={2002}, pages={144–158} }
 @article{what is good about special education?_2000, volume={8}, ISSN={0936-2835 1532-7035}, url={http://dx.doi.org/10.1207/s15327035ex0801_1}, DOI={10.1207/s15327035ex0801_1}, number={1}, journal={Exceptionality}, publisher={Informa UK Limited}, year={2000}, month={Mar}, pages={1–2} }
 @book{sabornie_debettencourt_1997, place={Upper Saddle River, NJ}, title={Teaching students with mild disabilities at the secondary level}, publisher={Pearson Merrill Prentice Hall}, author={Sabornie, E.J. and deBettencourt, L.U.}, year={1997} }
 @article{debettencourt_bonaro_sabornie_1995, title={Career development services offered to postsecondary students with learning disabilities}, volume={10}, number={2}, journal={Learning Disabilities Research & Practice}, author={deBettencourt, L.U. and Bonaro, D.A. and Sabornie, E.J.}, year={1995}, pages={102–107} }
 @article{fulton_sabornie_1994, title={Evidence of Employment Inequality among Females with Disabilities}, volume={28}, ISSN={0022-4669 1538-4764}, url={http://dx.doi.org/10.1177/002246699402800203}, DOI={10.1177/002246699402800203}, abstractNote={Women consistently earn less than men. This holds true for individuals with and without disabilities. Women with disabilities, however, have more negative employment experiences than do men with disabilities. The purpose of this article is to explore the less than desirable conditions that women with disabilities face in employment. Studies dealing primarily with the employment outcomes of females and males with disabilities are reviewed, followed by recommendations for the field of special education. We suggest that women with disabilities are dually disadvantaged in employment when gender interacts with disability.}, number={2}, journal={The Journal of Special Education}, publisher={SAGE Publications}, author={Fulton, Sally A. and Sabornie, Edward J.}, year={1994}, month={Jul}, pages={149–165} }
 @article{elksnin_elksnin_sabornie_1994, title={Job-related social skills instruction of adolescents with mild mental retardation}, volume={17}, number={1}, journal={Journal for Vocational Special Needs Education}, author={Elksnin, L.K. and Elksnin, N. and Sabornie, E.J.}, year={1994}, pages={1–7} }
 @article{sabornie_1994, title={Social-Affective Characteristics in Early Adolescents Identified as Learning Disabled and Nondisabled}, volume={17}, ISSN={0731-9487}, url={http://dx.doi.org/10.2307/1511124}, DOI={10.2307/1511124}, abstractNote={ This study examined social-affective characteristics, including loneliness, self-concept, integration, victimization, participation, and teacher-rated social competence across groups identified as either learning disabled or nondisabled. Subjects were students in middle schools, and the pupils with learning disabilities were enrolled in resource room special education programs. Results indicated that the two comparison groups differed significantly on every measure except self-concept. Variable intercorrelations were also different across groups. Moreover, certain linear combinations of scores on the dependent measures accurately classified students into each of the comparison groups. The results are discussed in terms of the need for comprehensive assessment and treatment of students who present social-affective problems in school. }, number={4}, journal={Learning Disability Quarterly}, publisher={SAGE Publications}, author={Sabornie, Edward J.}, year={1994}, pages={268} }
 @article{epstein_kauffman_lloyd_cook_cullinan_forness_hallahan_nelson_polsgrove_sabornie_et al._1993, title={Improving Services for Students With Serious Emotional Disturbances}, volume={77}, ISSN={0192-6365 1930-1405}, url={http://dx.doi.org/10.1177/019263659307754907}, DOI={10.1177/019263659307754907}, abstractNote={ Recently published data on students with emotional or behavioral disorders may be interpreted to suggest that new educational strategies are necessary to teach these young people. These authors disagree. They identity effec tive strategies and programs and look at why practitioners do not use best- practices more frequently with this population. }, number={549}, journal={NASSP Bulletin}, publisher={SAGE Publications}, author={Epstein, M.H. and Kauffman, J.M. and Lloyd, J.W. and Cook, L. and Cullinan, D. and Forness, S.R. and Hallahan, D.P. and Nelson, C.M. and Polsgrove, L. and Sabornie, E.J. and et al.}, year={1993}, month={Jan}, pages={46–51} }
 @article{sabornie_cullinan_epstein_1993, title={Patterns and correlates of learning, behavior, and emotional problems of adolescents with and without serious emotional disturbance}, volume={2}, ISSN={1062-1024 1573-2843}, url={http://dx.doi.org/10.1007/bf01350650}, DOI={10.1007/bf01350650}, number={2}, journal={Journal of Child and Family Studies}, publisher={Springer Science and Business Media LLC}, author={Sabornie, Edward J. and Cullinan, Douglas and Epstein, Michael H.}, year={1993}, month={Jun}, pages={159–175} }
 @inbook{sabornie_1992, place={Nashville, TN}, title={Regular classroom social status of students with behavior disorders: A re-analysis}, booktitle={The Status of Social Skills Training in Special Education and Rehabilitation: Present and Future Trends}, publisher={Vanderbilt University}, author={Sabornie, E.J.}, editor={Sachs, S.S. and Hirsh, M. and Tierney-Russell, D.Editors}, year={1992}, pages={110–136} }
 @article{cullinan_epstein_sabornie_1992, title={Selected Characteristics of a National Sample of Seriously Emotionally Disturbed Adolescents}, volume={17}, ISSN={0198-7429 2163-5307}, url={http://dx.doi.org/10.1177/019874299201700401}, DOI={10.1177/019874299201700401}, abstractNote={ There is very little information available on personal, educational, and demographic characteristics of seriously emotionally disturbed students based on nationwide data. The present study examined such characteristics and intercorrelations among them based on a national sample of adolescents identified as seriously emotionally disturbed, along with comparable nonhandicapped students. Results provided information about demographic (sex, age, race, population density of student's residence), personal (family structure, medication status), and educational (placements, extent of mainstreaming, related services, years in special education, and teacher information) variables, considered singly and in combination. Results are integrated with existing findings, and research implications are discussed. }, number={4}, journal={Behavioral Disorders}, publisher={SAGE Publications}, author={Cullinan, Douglas and Epstein, Michael H. and Sabornie, Edward J.}, year={1992}, month={Aug}, pages={273–280} }
 @article{cullinan_sabornie_crossland_1992, title={Social Mainstreaming of Mildly Handicapped Students}, volume={92}, ISSN={0013-5984 1554-8279}, url={http://dx.doi.org/10.1086/461696}, DOI={10.1086/461696}, abstractNote={Social integration of students can be defined in terms of their peer acceptance, friendships, and participation in group activities. Social integration of children with mild-to-moderate behavior and learning handicaps is often a major obstacle to successful mainstreaming in elementary schools. The regular classroom presents important opportunities for overcoming this obstacle. In this article we emphasize teaching social skills and addressing classroom relationships in order to make the most of such opportunities. To teach social skills, we recommend assessing skill and performance deficits as well as behavior excesses to reveal students' learning needs. Such needs may then be corrected by use of a simple but effective directive instruction method featuring teacher description and demonstration of needed skills, followed by student practice with feedback. Teacher control over practice is decreased as the student shows increasing mastery of the social skill. The teacher should also attend to relationships involving herself or himself, the mainstreamed student, and the regular class students. We note a variety of steps the teacher might take, before and after the mainstreamed student arrives, to increase the chances that such relationships are positive and support social mainstreaming.}, number={3}, journal={The Elementary School Journal}, publisher={University of Chicago Press}, author={Cullinan, Douglas and Sabornie, Edward J. and Crossland, Cathy L.}, year={1992}, month={Jan}, pages={339–351} }
 @inbook{sabornie_1991, place={Washington, DC}, title={Measuring and teaching social skills in the mainstream}, booktitle={Interventions for achievement and behavior problems}, publisher={National Association of School Psychologists}, author={Sabornie, E.J.}, editor={Stoner, G. and Shinn, M.R. and Walker, H.M.Editors}, year={1991}, pages={161–177} }
 @article{zabel_kauffman_lloyd_cook_cullinan_epstein_hallahan_nelson_polsgrove_sabornie_et al._1991, title={Problems and Promises in Special Education and Related Services for Children and Youth with Emotional or Behavioral Disorders}, volume={16}, ISSN={0198-7429 2163-5307}, url={http://dx.doi.org/10.1177/019874299101600406}, DOI={10.1177/019874299101600406}, abstractNote={ Recent critiques of special education combined with pressure for school reform may result in effective strategies and programs for students with emotional and behavioral disorders being overlooked in the press in favor of new approaches and radical restructuring. Using current data, members of the group examined several major problems confronting special education for such students. To prevent elimination of beneficial strategies, members together identified successful practices and programs that are available for use with these students. Then explored were factors that probably contribute to continuation of inadequate practices and recommendations were developed for improving educational practice, policy, research, and professional preparation. Group members believe that if the benefits of special education are to be extended to children and youth with emotional or behavioral disorders, reform efforts must incorporate these recommendations. }, number={4}, journal={Behavioral Disorders}, publisher={SAGE Publications}, author={Zabel, Robert K. and Kauffman, James M. and Lloyd, John W. and Cook, Lynne and Cullinan, Douglas and Epstein, Michael H. and Hallahan, Daniel P. and Nelson, C. Michael and Polsgrove, Lewis and Sabornie, Edward J. and et al.}, year={1991}, month={Aug}, pages={299–313} }
 @article{sabornie_kauffman_cullinan_1990, title={Extended sociometric status of adolescents with mild handicaps: A cross‐categorical perspective}, volume={1}, ISSN={0936-2835 1532-7035}, url={http://dx.doi.org/10.1080/09362839009524754}, DOI={10.1080/09362839009524754}, abstractNote={Abstract We compared adolescents identified as having mild mental retardation, learning disabilities, behavioral disorders, and no known handicaps on regular classroom sociometric status extended to include measures of social impact and social preference. Students attended regular classroom physical education classes in six high schools from two adjacent school districts. We administered a rating scale sociometric in physical education classes where students with mild handicaps were enrolled. Results indicated that not all students with mild handicaps were similar in social acceptance, rejection, and preference. Students with mild handicaps also differed in composition of subgroups labeled popular, rejected, neglected, controversial, and average. We discuss implications concerning social standing differences across types of mild handicaps and the value of examining sociometric status in the manner employed here.}, number={3}, journal={Exceptionality}, publisher={Informa UK Limited}, author={Sabornie, Edward J. and Kauffman, James M. and Cullinan, Douglas A.}, year={1990}, month={Jan}, pages={197–209} }
 @article{sabornie_marshall_ellis_1990, title={Restructuring of Mainstream Sociometry with Learning Disabled and Nonhandicapped Students}, volume={56}, ISSN={0014-4029 2163-5560}, url={http://dx.doi.org/10.1177/001440299005600404}, DOI={10.1177/001440299005600404}, abstractNote={ Sociometric ratings assigned by and to 50 elementary school students with learning disabilities and 50 nonhandicapped elementary school students (in matched pairs) were compared in this study. In addition, traditional sociometric status applied to social impact and social preference was also examined. Results showed that the matched pairs did not differ significantly in assigned status to their peers, but differed significantly in acceptance and rejection received from their shared classmates. Students with learning disabilities and nonhandicapped students differed significantly in social preference, but not in social impact. }, number={4}, journal={Exceptional Children}, publisher={SAGE Publications}, author={Sabornie, Edward J. and Marshall, Kathleen J. and Ellis, Edwin S.}, year={1990}, month={Jan}, pages={314–323} }
 @article{ellis_sabornie_1990, title={Strategy-based Adaptive Instruction in Content-area Classes}, volume={13}, ISSN={0888-4064 1944-4931}, url={http://dx.doi.org/10.1177/088840649001300209}, DOI={10.1177/088840649001300209}, abstractNote={ The differences of 13 content-area teachers' perceptions of familiarity, value, use, assistance needed to routinely implement, and reasonableness of being expected to routfnely implement six cognitive strategy-based adaptive teaching procedures for facilitating mastery of content subject-matter were investigated using quantitative and qualitative methods. Subjects were systematically trained in each procedure, and they implemented each procedure in their content-area classrooms. Quantitative data were collected using a forced-choice Likert instrument and analyzed using a series of repeated measures one-way analyses of variance and Duncan's multiple range a posteriori contrasts. Teachers were significantly more familiar with procedures for strategically enhancing material via organizational and mnemonic devices than with metacognitive-oriented instructional techniques (p < .02), but they valued the metacognitive-oriented techniques significantly more than mnemonic devices. No differences were found among the six options on measures of use, assistance needed, and reasonableness to be expected to routinely employ the procedures. Results also showed that teachers placed high value on all six options, and they reported frequent use of these options. They also reported that it is reasonable to be expected to routinely employ these adaptive teaching procedures. Qualitative data were gathered via a structured interview format requiring oral and written responses. These responses clarified the quantitative data. Results are discussed in terms of the social validity of the adaptive teaching procedures, implications for teacher-trainers and consultants, and future research. }, number={2}, journal={Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children}, publisher={SAGE Publications}, author={Ellis, Edwin S. and Sabornie, Edward J.}, year={1990}, month={Apr}, pages={133–144} }
 @article{sabornie_beard_1990, title={Teaching Social Skills to Students with Mild Handicaps}, volume={23}, ISSN={0040-0599 2163-5684}, url={http://dx.doi.org/10.1177/004005999002300110}, DOI={10.1177/004005999002300110}, abstractNote={The social domain of pupils with mild handicapping conditions such as learning disabilities, behavior disorders, and mild mental retardation has been a subject of increased interest over the past few years because teachers and other personnel in special education have become all too familiar with the social problems these students face in their everyday lives. Special education practitioners have come to realize that many students with disabilities do not spontaneously demonstrate appropriate social behavior in different environments. They need consistent instruction in social skills.}, number={1}, journal={TEACHING Exceptional Children}, publisher={SAGE Publications}, author={Sabornie, Edward J. and Beard, Gene H.}, year={1990}, month={Sep}, pages={35–38} }
 @article{rutherford_sabornie_1989, place={Newbury Park, CA}, title={A review of A. E. Kazdin's (1987), Conduct disorders in childhood and adolescence}, volume={14}, ISSN={0198-7429 2163-5307}, url={http://dx.doi.org/10.1177/019874298901400205}, DOI={10.1177/019874298901400205}, number={2}, journal={Behavioral Disorders}, publisher={SAGE Publications}, author={Rutherford, Robert B., Jr. and Sabornie, Edward J.}, year={1989}, month={Feb}, pages={140–141} }
 @article{sabornie_thomas_coffman_1989, title={Assessment of social/affective measures to discriminate between BD and nonhandicapped early adolescents}, volume={12}, journal={Monograph in Behavioral Disorders: Severe Behavior Disorders in Children and Youth}, author={Sabornie, E.J. and Thomas, V. and Coffman, R.M.}, year={1989}, pages={21–32} }
 @article{ellis_sabornie_marshall_1989, title={Teaching Learning Strategies to Learning Disabled Students in Postsecondary Settings}, volume={24}, ISSN={0001-396X}, url={http://dx.doi.org/10.1177/105345128902400413}, DOI={10.1177/105345128902400413}, number={4}, journal={Academic Therapy}, publisher={SAGE Publications}, author={Ellis, Edwin S. and Sabornie, Edward J. and Marshall, Kathleen J.}, year={1989}, month={Mar}, pages={491–501} }
 @article{sabornie_marshall_ellis_1988, title={Behavior disordered, learning disabled, and nonhandicapped students' social status in mainstream classes}, volume={11}, journal={Monograph in Behavioral Disorders: Severe Behavior Disorders of Children and Youth}, author={Sabornie, E.J. and Marshall, K.J. and Ellis, E.S.}, year={1988}, pages={32–45} }
 @article{sabornie_kauffman_ellis_marshall_elksnin_1988, title={Bi-directional and cross-categorical social status of learning disabled, behaviorally disordered, and nonhandicapped adolescents}, volume={21}, DOI={10.1177/002246698802100407}, abstractNote={ Assigned and received social status of mildly learning disabled, mildly behaviorally disordered, and nonhandicapped high school students was examined. Twenty-two subjects in each group were equated on several demographic variables, and a rating scale sociometric instrument was administered in regular physical education classes that enrolled at least 1 exceptional student. Results indicated that the mildly-handicapped and nonhandicapped samples differed from a larger nonhandicapped population in several aspects of bi-directional social status. In cross-categorical comparisons of assigned social status, the diree groups did not differ significantly. With regard to cross-categorical received status, however, the comparison groups varied widely. Findings are discussed with regard to similarities and differences among mildly handicapped individuals, and the need to consider all aspects of their social interrelations. }, number={4}, journal={The Journal of Special Education}, author={Sabornie, E.J. and Kauffman, J.M. and Ellis, E.S. and Marshall, K.J. and Elksnin, L.K.}, year={1988}, month={Jan}, pages={39–56} }
 @article{ellis_sabornie_marshall_1988, title={Considering Research Sense and Policy Cents in the Development of a Metatheory for Learning Disabilities}, volume={21}, ISSN={0022-2194 1538-4780}, url={http://dx.doi.org/10.1177/002221948802100407}, DOI={10.1177/002221948802100407}, abstractNote={I t can be argued that educators have acted irresponsibly by pushing ahead with applied research before basic researchers have had an opportunity to discern and explain the learning disabilities (LD) phenomenon. The practice has resulted in advocation of various interventions that lack an explanation for why they work. Swanson is proposing that we limit our views of what constitutes LD in order to apply basic research to develop a validated theoretical foundation for it. In this model the development and testing of interventions is a process that occurs toward the end of the proposed model of metatheory validation. Consideration of the context in which learning occurs is one of the last steps Swanson advocates. In principle, we support efforts toward the validation of a metatheory that explains why some children experience learning problems. We do not, however, agree with Swanson's research plan as it underrates the contribution of applied research in understanding learning problems and contains methodological flaws. Morever, we do not agree that the specific learning problems addressed by the metatheory should become synonymous with "learning disabilities." To elaborate on the differences of opinion, the role of basic versus applied research in understanding learning problems will be addressed; then specific limitations of the procedure proposed by Swanson with respect to establishing external validity and "proving the metatheory" will be discussed. Because research in learning disabilities can have a direct impact on public policy, we also address the limitations of metatheoretical research with regard to developing policy for spending public monies on some children with learning disabilities.}, number={4}, journal={Journal of Learning Disabilities}, publisher={SAGE Publications}, author={Ellis, Edwin S. and Sabornie, Edward J. and Marshall, Kathleen J.}, year={1988}, month={Apr}, pages={223–226} }
 @inbook{ellis_sabornie_1988, place={Denver, CO}, title={Effective instruction with microcomputers: Promises, practices, and preliminary findings}, booktitle={Effective instructional strategies for exceptional children}, publisher={Love}, author={Ellis, E.S. and Sabornie, E.J.}, editor={Meyen, E.L. and Vergason, G.A. and Whelan, R.J.Editors}, year={1988}, pages={355–379} }
 @article{sabornie_kauffman_1987, title={Assigned, received, and reciprocal social status of adolescents with and without mild mental retardation}, volume={22}, number={3}, journal={Education and Training in Mental Retardation}, author={Sabornie, E.J. and Kauffman, J.M.}, year={1987}, month={Sep}, pages={139–149} }
 @article{sabornie_1987, title={Bi-Directional Social Status of Behaviorally Disordered and Nonhandicapped Elementary School Pupils}, volume={13}, ISSN={0198-7429 2163-5307}, url={http://dx.doi.org/10.1177/019874298701300104}, DOI={10.1177/019874298701300104}, abstractNote={ Sociometric ratings assigned by and to behaviorally disordered and nonhandicapped elementary school students were compared. For this comparison, 22 resource room, school-identified behaviorally disordered pupils, who attended at least two regular classes during portions of the school day, were matched with an equal number of nonhandicapped classmates in three schools. The How I Feel Toward Others was administered in 20 regular physical education classrooms enrolling behaviorally disordered students. Results indicated that behaviorally disordered subjects, in comparison to matched nonhandicapped ones, assigned higher social rejection to their peers, and received far less acceptance and more rejection from them. Furthermore, the behaviorally disordered and nonhandicapped comparison groups did not differ significantly in assigned acceptance or assigned and received familiarity among their same- and opposite-sex classmates. These findings are discussed with regard to the need for examining the classroom social domain of behaviorally disordered students in totality, and increased awareness of the social reciprocity that occurs among peers. }, number={1}, journal={Behavioral Disorders}, publisher={SAGE Publications}, author={Sabornie, Edward J.}, year={1987}, month={Nov}, pages={45–57} }
 @article{ellis_lenz_sabornie_1987, title={Generalization and Adaptation of Learning Strategies to Natural Environments}, volume={8}, ISSN={0741-9325 1538-4756}, url={http://dx.doi.org/10.1177/074193258700800205}, DOI={10.1177/074193258700800205}, abstractNote={ This article is the second of a twopart series designed to review the critical features of facilitating generalization and adaptation of learning strategies. In Part 1, a model of generalization was presented along with research supportive of the model and identification of research needs. Essentially, the model views instruction for generalization not as something that comes at the end of an instructional sequence, but rather as consisting of four levels of generalization that transverse instruction—antecedent, concurrent, subsequent, and independent. The purpose of this article is to consolidate a number of studies that describe a unified set of specific instructional techniques that can be used while addressing generalization and to present them as part of an overall instructional approach for learning strategies. Within each level, specific procedures mediated by the special (or remedial) education teacher, regular content teacher, peer, and/or student are illustrated. Each category is followed by a synthesis of related teaching practices. The procedures identified here should not be considered definitive because demonstration of efficacy awaits additional validation; however, they do serve as a basis for planning instruction consistent with what has been learned about generalization to date. }, number={2}, journal={Remedial and Special Education}, publisher={SAGE Publications}, author={Ellis, Edwin S. and Lenz, B. Keith and Sabornie, Edward J.}, year={1987}, month={Mar}, pages={6–23} }
 @article{ellis_lenz_sabornie_1987, title={Generalization and Adaptation of Learning Strategies to Natural Environments: Part 1}, volume={8}, ISSN={0741-9325 1538-4756}, url={http://dx.doi.org/10.1177/074193258700800104}, DOI={10.1177/074193258700800104}, abstractNote={ Educators have long been concerned with generalization of cognitive interventions. Typically, educators view generalization as a stage of instruction that follows acquisition of a new skill. In an effort to shed light on the problem of generalization with regard to learning strategies, this paper presents generalization as a concept that should be addressed prior to, during, and subsequent to instruction in use of a strategy. A model for generalization is described that emphasizes elements of remedial teacher-, regular teacher-, peer-, and student-mediated techniques for facilitating generalization during all phases of instruction. Studies that illustrate components of the model are reviewed, and future research needs in this area are identified. This article is the first of a two-part series. }, number={1}, journal={Remedial and Special Education}, publisher={SAGE Publications}, author={Ellis, Edwin S. and Lenz, B. Keith and Sabornie, Edward J.}, year={1987}, month={Jan}, pages={6–20} }
 @article{parsons_sabornie_1987, title={Language Skills of Young Low-Vision Children: Performance on the Preschool Language Scale}, volume={11}, ISSN={0885-3460}, url={http://dx.doi.org/10.1177/105381518701100303}, DOI={10.1177/105381518701100303}, abstractNote={When the Preschool Language Scale performance of 18 low-vision children ranging from 2 to 4 years of age was analyzed, low-vision children were found to have performed significantly less well than their normally sighted peers on the Auditory Comprehension Quotient, the Verbal Ability Quotient, and the overall Language Quotient. Further analysis revealed a profile of abilities in which low-vision children performed significantly below normally sighted age mates. The language skills in which visually impaired children were delayed are reported here.}, number={3}, journal={Journal of the Division for Early Childhood}, publisher={SAGE Publications}, author={Parsons, A. Sandy and Sabornie, Edward J.}, year={1987}, month={Jul}, pages={217–225} }
 @inbook{sabornie_ellis_1987, place={San Diego, CA}, title={Sociometry for teachers of behavior disordered students}, booktitle={Severe behavior disorders of children and youth}, publisher={College Hill}, author={Sabornie, E.J. and Ellis, E.S.}, editor={Rutherford, R.B. and Nelson, C.M. and Forness, S.R.Editors}, year={1987}, pages={28–40} }
 @article{ellis_sabornie_1986, title={Effective Instruction with Microcomputers: Promises, Practices, and Preliminary Findings}, volume={19}, ISSN={0015-511X}, url={http://dx.doi.org/10.17161/fec.v19i4.7493}, DOI={10.17161/fec.v19i4.7493}, number={4}, journal={Focus on Exceptional Children}, publisher={The University of Kansas}, author={Ellis, Edwin S. and Sabornie, Edward J.}, year={1986}, month={Dec} }
 @article{sabornie_kauffman_1986, title={Social Acceptance of Learning Disabled Adolescents}, volume={9}, ISSN={0731-9487 2168-376X}, url={http://dx.doi.org/10.2307/1510401}, DOI={10.2307/1510401}, abstractNote={ The regular classroom sociometric status of learning disabled (LD) and nonhandicapped (NH) high-school students was examined. Forty-six LD students who attended regular classes for portions of the school day were matched with an equal number of NH students in 6 schools. A sociometric rating scale, the Ohio Social Acceptance Scale (OSAS), was administered in 32 physical education classes enrolling LD students. LD and NH students were found not to differ significantly in regular classroom sociometric status. In addition, LD pupils were as well known as their matched peers and rated fellow LD students in the same classes higher than did NH raters. The findings are inconsistent with those of previous studies involving younger students by suggesting that regular classrooms can be socially rewarding for LD adolescents. }, number={1}, journal={Learning Disability Quarterly}, publisher={SAGE Publications}, author={Sabornie, Edward J. and Kauffman, James M.}, year={1986}, month={Feb}, pages={55–60} }
 @article{sabornie_kauffman_1985, title={Regular Classroom Sociometric Status of Behaviorally Disordered Adolescents}, volume={10}, ISSN={0198-7429 2163-5307}, url={http://dx.doi.org/10.1177/019874298501000407}, DOI={10.1177/019874298501000407}, abstractNote={ This study examined the regular classroom sociometric status of behaviorally disordered and nonhandicapped high school students. In six schools 43 behaviorally disordered subjects who attended regular classes for portions of the school day were matched with an equal number of nonhandicapped students. A rating scale sociometric instrument, the Ohio Social Acceptance Scale (OSAS), was administered in 33 physical education classes that had behaviorally disordered students enrolled. The results indicated that behaviorally disordered subjects, in comparison to matched nonhandicapped students, were lower in regular classroom sociometric status. In addition, behaviorally disordered students were as well known as their matched peers, and rated fellow behaviorally disordered students in the same classes higher than nonhandicapped raters. The findings are consistent with similar studies, and highlight the need for quality instruction to assist handicapped students in their social relationships in regular classrooms. }, number={4}, journal={Behavioral Disorders}, publisher={SAGE Publications}, author={Sabornie, Edward J. and Kauffman, James M.}, year={1985}, month={Aug}, pages={268–274} }
 @article{sabornie_1985, title={Social Mainstreaming of Handicapped Students}, volume={6}, ISSN={0741-9325 1538-4756}, url={http://dx.doi.org/10.1177/074193258500600204}, DOI={10.1177/074193258500600204}, abstractNote={ Integration and segregation of handicapped students are discussed in conjunction with the shortcomings of Public Law 94—142. Problems in measurement of social acceptance are presented, and sociometric status of various handicapped populations in regular classrooms is reviewed. The literature indicates that exceptional children are typically unpopular among their regular class peers, highlighting the need to consider social acceptance in appropriate education of handicapped students. }, number={2}, journal={Remedial and Special Education}, publisher={SAGE Publications}, author={Sabornie, Edward J.}, year={1985}, month={Mar}, pages={12–16} }
 @article{kauffman_mccullough_sabornie_1984, title={Integrating exceptional students: Special problems involving the emotionally disturbed/behaviorally disordered}, volume={8}, number={3}, journal={British Columbia Journal of Special Education}, author={Kauffman, J.M. and McCullough, L.L. and Sabornie, E.J.}, year={1984}, pages={201–210} }