@article{strickland_mcallister_coles_osborne_2007, title={An evolution of virtual reality training designs for children with autism and fetal alcohol spectrum disorders}, volume={27}, ISSN={["1550-3259"]}, DOI={10.1097/01.TLD.0000285357.95426.72}, abstractNote={This article describes an evolution of training programs to use first-person interaction in virtual reality (VR) situations to teach safety skills to children with autism spectrum disorder (ASD) and fetal alcohol spectrum disorder (FASD). Multiple VR programs for children aged 2 to 9 were built and tested between 1992 and 2007. Based on these results, a learning design evolved that uses practice in virtual space with guidance and correction by an animated character, strategic limitations on allowed actions to force correct patterning, and customization of worlds and responses to simplify user controls. This article describes program evolution by comparing design details and results as variations in behavioral responses between disorders, differences in skill set complexity between different safety skills being taught, and improved technology required changes in the virtual training methodology. A series of research projects are summarized in which the VR programs proved effective for teaching children with ASD and FASD new skills in the virtual space and, where measured, most children generalized the actions to the real world.}, number={3}, journal={TOPICS IN LANGUAGE DISORDERS}, author={Strickland, Dorothy C. and McAllister, David and Coles, Claire D. and Osborne, Susan}, year={2007}, pages={226–241} }
 @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} }
 @misc{cullinan_osborne_epstein_2004, title={Characteristics of emotional disturbance among female students}, volume={25}, ISSN={["1538-4756"]}, DOI={10.1177/07419325040250050201}, abstractNote={This article reports data on characteristics of emotional disturbance (ED) among female students with and without ED. Teachers rated a national sample of 689 girls on the Scale for Assessing Emotional Disturbance, to measure the five characteristics of ED and a variable called social maladjustment. We compared the two categories (with ED, without ED), three school levels (elementary, middle, high), and two races (African American, European American). Girls with ED exhibited more maladaptive functioning on all variables, but category by school level and category by race interactions varied according to different characteristics. Girls with ED showed a high level of comorbid ED characteristics, again with differences by school level and race. The results have implications for understanding girls with ED and educating them appropriately.}, number={5}, journal={REMEDIAL AND SPECIAL EDUCATION}, author={Cullinan, D and Osborne, S and Epstein, MH}, year={2004}, pages={276–290} }
 @article{schulte_osborne_2003, title={When assumptive worlds collide: A review of definitions of collaboration in consultation}, volume={14}, ISSN={["1047-4412"]}, DOI={10.1207/s1532768xjepc1402_2}, abstractNote={Within the consultation literature, the terms collaboration and collaborative have been used to describe many different aspects of consultant-consultee interaction. Six implicit views of collaboration present in the consultation literature are described. Examples of how different underlying views of collaboration have fueled disagreements about consultation process and the data available to support collaboration are provided.}, number={2}, journal={JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION}, author={Schulte, AC and Osborne, SS}, year={2003}, pages={109–138} }
 @article{schulte_osborne_erchul_1998, title={Effective special education: A United States dilemma}, volume={27}, number={1}, journal={School Psychology Review}, author={Schulte, A. C. and Osborne, S. S. and Erchul, W. P.}, year={1998}, pages={66–76} }