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School Psychology Review Volume 25, 1996 - Issue 4
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GENERAL ARTICLES

Evaluating the Effects of Responsible Reintegration into General Education for Students with Mild Disabilities on a Case-by-Case Basis

Mark R. ShinnUniversity of OregonView further author information
,
Kelly A. Powell-SmithUniversity of South FloridaView further author information
&
Roland H. Good IIIUniversity of OregonView further author information
Pages 519-539 | Published online: 22 Dec 2019

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John M. Hintze & Theodore J. Christ. (2004) An Examination of Variability as a Function of Passage Variance in CBM Progress Monitoring. School Psychology Review 33:2, pages 204-217.
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John M. Hintze, Edward J. Daly$suffix/text()$suffix/text() & Edward S. Shapiro. (1998) An Investigation of the Effects of Passage Difficulty Level on Outcomes of Oral Reading Fluency Progress Monitoring. School Psychology Review 27:3, pages 433-445.
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Articles from other publishers (4)

Elise Cappella, Stacy L. Frazier, Marc S. Atkins, Sonja K. Schoenwald & Charles Glisson. (2008) Enhancing Schools’ Capacity to Support Children in Poverty: An Ecological Model of School-Based Mental Health Services. Administration and Policy in Mental Health and Mental Health Services Research 35:5, pages 395-409.
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Joseph H. Wehby, Kathleen L. Lane & Katherine B. Falk. (2017) An Inclusive Approach to Improving Early Literacy Skills of Students with Emotional and Behavioral Disorders. Behavioral Disorders 30:2, pages 155-169.
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Scott Baker & Sylvia Smith. (2016) Linking School Assessments to Research-Based Practices in Beginning Reading: Improving Programs and Outcomes for Students With and Without Disabilities. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 24:4, pages 315-332.
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John M. HintzeHilary A. Pelle Petitte. (2016) The Generalizability of CBM Oral Reading Fluency Measures across General and Special Education. Journal of Psychoeducational Assessment 19:2, pages 158-170.
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