Edward Sabornie

Mills, B., & Sabornie, E. (2021, July 3). Variables that Predict Graduation for Students with Emotional Disturbance: An examination Across High Schools. INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION, Vol. 69. https://doi.org/10.1080/1034912X.2021.1947475

McKeithan, G. K., & Sabornie, E. J. (2019). 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. https://doi.org/10.1177/1088357619890312

Sabornie, E. J., Crossland, C. L., & Griffith, E. H. (2019). 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. Retrieved from https://conference.pixel-online.net/FOE/files/foe/ed0009/FP/5692-SED3858-FP-FOE9.pdf

Mckeithan, G. K., & Sabornie, E. J. (2017). Interventions for Secondary Students with High Functioning Autism in General Education Settings: A Descriptive Review. Exceptionality, 27(2), 81–100. https://doi.org/10.1080/09362835.2017.1359607

Sabornie, E. J., & Pennington, M. L. (2015). 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.

Emmer, E. T., & Sabornie, E. J. (Eds.). (2015). Handbook of classroom management (2nd ed.). https://doi.org/10.4324/9780203074114

Emmer, E. T., & Sabornie, E. J. (2015). 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.

Sabornie, E. J., & Weiss, S. L. (2014). 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.

Sabornie, E. J. (2011). An Editor's Personal Concluding Remarks. Exceptionality, 19(1), 1–1. https://doi.org/10.1080/09362835.2011.537217

Sabornie, E. J. (2010). Managing and improving behavior in inclusive educational environments. In Reaching every learner: Differentiating instruction in theory and practice. Chapel Hill, NC: LEARN NC.

Reichow, B., & Sabornie, E. J. (2009). 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. https://doi.org/10.1007/s10803-009-0814-4

Sabornie, E. J., Evans, C., & Cullinan, D. (2006). Comparing Characteristics of High-Incidence Disability Groups. Remedial and Special Education, 27(2), 95–104. https://doi.org/10.1177/07419325060270020701

Sabornie, E. J. (2006). Philosophy of Special Education. Exceptionality, 14(2), 63–64. https://doi.org/10.1207/s15327035ex1402_1

Sabornie, E. J. (2006). 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.

Sabornie, E. J., Cullinan, D., Osborne, S. S., & Brock, L. B. (2005). Intellectual, academic, and behavioural functioning of students with high-incidence disabilities: A cross-categorical meta-analysis. EXCEPTIONAL CHILDREN, 72(1), 47–63. https://doi.org/10.1177/001440290507200103

Cullinan, D., & Sabornie, E. J. (2004). Characteristics of Emotional Disturbance in Middle and High School Students. Journal of Emotional and Behavioral Disorders, 12(3), 157–167. https://doi.org/10.1177/10634266040120030301

Sabornie, E. J. (2004). 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.

Sabornie, E. J., & DeBettencourt, L. U. (2004). Teaching students with mild and high-incidence disabilities at the secondary level (2nd ed.). Upper Saddle River, N.J.: Pearson/Merrill/Prentice Hall.

Sabornie, E. J. (2002). 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? (2000). Exceptionality, 8(1), 1–2. https://doi.org/10.1207/s15327035ex0801_1

Sabornie, E. J., & deBettencourt, L. U. (1997). Teaching students with mild disabilities at the secondary level. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.

deBettencourt, L. U., Bonaro, D. A., & Sabornie, E. J. (1995). Career development services offered to postsecondary students with learning disabilities. Learning Disabilities Research & Practice, 10(2), 102–107.

Fulton, S. A., & Sabornie, E. J. (1994). Evidence of Employment Inequality among Females with Disabilities. The Journal of Special Education, 28(2), 149–165. https://doi.org/10.1177/002246699402800203

Elksnin, L. K., Elksnin, N., & Sabornie, E. J. (1994). Job-related social skills instruction of adolescents with mild mental retardation. Journal for Vocational Special Needs Education, 17(1), 1–7.

Sabornie, E. J. (1994). Social-Affective Characteristics in Early Adolescents Identified as Learning Disabled and Nondisabled. Learning Disability Quarterly, 17(4), 268. https://doi.org/10.2307/1511124

Epstein, M. H., Kauffman, J. M., Lloyd, J. W., Cook, L., Cullinan, D., Forness, S. R., … Walker, H. M. (1993). Improving Services for Students With Serious Emotional Disturbances. NASSP Bulletin, 77(549), 46–51. https://doi.org/10.1177/019263659307754907

Sabornie, E. J., Cullinan, D., & Epstein, M. H. (1993). 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. https://doi.org/10.1007/bf01350650

Sabornie, E. J. (1992). 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.

Cullinan, D., Epstein, M. H., & Sabornie, E. J. (1992). Selected Characteristics of a National Sample of Seriously Emotionally Disturbed Adolescents. Behavioral Disorders, 17(4), 273–280. https://doi.org/10.1177/019874299201700401

Cullinan, D., Sabornie, E. J., & Crossland, C. L. (1992). Social Mainstreaming of Mildly Handicapped Students. The Elementary School Journal, 92(3), 339–351. https://doi.org/10.1086/461696

Sabornie, E. J. (1991). 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.

Zabel, R. K., Kauffman, J. M., Lloyd, J. W., Cook, L., Cullinan, D., Epstein, M. H., … Walker, H. M. (1991). Problems and Promises in Special Education and Related Services for Children and Youth with Emotional or Behavioral Disorders. Behavioral Disorders, 16(4), 299–313. https://doi.org/10.1177/019874299101600406

Sabornie, E. J., Kauffman, J. M., & Cullinan, D. A. (1990). Extended sociometric status of adolescents with mild handicaps: A cross‐categorical perspective. Exceptionality, 1(3), 197–209. https://doi.org/10.1080/09362839009524754

Sabornie, E. J., Marshall, K. J., & Ellis, E. S. (1990). Restructuring of Mainstream Sociometry with Learning Disabled and Nonhandicapped Students. Exceptional Children, 56(4), 314–323. https://doi.org/10.1177/001440299005600404

Ellis, E. S., & Sabornie, E. J. (1990). 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. https://doi.org/10.1177/088840649001300209

Sabornie, E. J., & Beard, G. H. (1990). Teaching Social Skills to Students with Mild Handicaps. TEACHING Exceptional Children, 23(1), 35–38. https://doi.org/10.1177/004005999002300110

Rutherford, R. B., Jr., & Sabornie, E. J. (1989). A review of A. E. Kazdin's (1987), Conduct disorders in childhood and adolescence. Behavioral Disorders, 14(2), 140–141. https://doi.org/10.1177/019874298901400205

Sabornie, E. J., Thomas, V., & Coffman, R. M. (1989). 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.

Ellis, E. S., Sabornie, E. J., & Marshall, K. J. (1989). Teaching Learning Strategies to Learning Disabled Students in Postsecondary Settings. Academic Therapy, 24(4), 491–501. https://doi.org/10.1177/105345128902400413

Sabornie, E. J., Marshall, K. J., & Ellis, E. S. (1988). 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.

Sabornie, E. J., Kauffman, J. M., Ellis, E. S., Marshall, K. J., & Elksnin, L. K. (1988). Bi-directional and cross-categorical social status of learning disabled, behaviorally disordered, and nonhandicapped adolescents. The Journal of Special Education, 21(4), 39–56. https://doi.org/10.1177/002246698802100407

Ellis, E. S., Sabornie, E. J., & Marshall, K. J. (1988). Considering Research Sense and Policy Cents in the Development of a Metatheory for Learning Disabilities. Journal of Learning Disabilities, 21(4), 223–226. https://doi.org/10.1177/002221948802100407

Ellis, E. S., & Sabornie, E. J. (1988). 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.

Sabornie, E. J., & Kauffman, J. M. (1987). Assigned, received, and reciprocal social status of adolescents with and without mild mental retardation. Education and Training in Mental Retardation, 22(3), 139–149.

Sabornie, E. J. (1987). Bi-Directional Social Status of Behaviorally Disordered and Nonhandicapped Elementary School Pupils. Behavioral Disorders, 13(1), 45–57. https://doi.org/10.1177/019874298701300104

Ellis, E. S., Lenz, B. K., & Sabornie, E. J. (1987). Generalization and Adaptation of Learning Strategies to Natural Environments. Remedial and Special Education, 8(2), 6–23. https://doi.org/10.1177/074193258700800205

Ellis, E. S., Lenz, B. K., & Sabornie, E. J. (1987). Generalization and Adaptation of Learning Strategies to Natural Environments: Part 1. Remedial and Special Education, 8(1), 6–20. https://doi.org/10.1177/074193258700800104

Parsons, A. S., & Sabornie, E. J. (1987). Language Skills of Young Low-Vision Children: Performance on the Preschool Language Scale. Journal of the Division for Early Childhood, 11(3), 217–225. https://doi.org/10.1177/105381518701100303

Sabornie, E. J., & Ellis, E. S. (1987). 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.

Ellis, E. S., & Sabornie, E. J. (1986). Effective Instruction with Microcomputers: Promises, Practices, and Preliminary Findings. Focus on Exceptional Children, 19(4). https://doi.org/10.17161/fec.v19i4.7493

Sabornie, E. J., & Kauffman, J. M. (1986). Social Acceptance of Learning Disabled Adolescents. Learning Disability Quarterly, 9(1), 55–60. https://doi.org/10.2307/1510401

Sabornie, E. J., & Kauffman, J. M. (1985). Regular Classroom Sociometric Status of Behaviorally Disordered Adolescents. Behavioral Disorders, 10(4), 268–274. https://doi.org/10.1177/019874298501000407

Sabornie, E. J. (1985). Social Mainstreaming of Handicapped Students. Remedial and Special Education, 6(2), 12–16. https://doi.org/10.1177/074193258500600204

Kauffman, J. M., McCullough, L. L., & Sabornie, E. J. (1984). Integrating exceptional students: Special problems involving the emotionally disturbed/behaviorally disordered. British Columbia Journal of Special Education, 8(3), 201–210.