UMass Boston

Publications

CSDE staff have published extensively in books, chapters, and journal articles in the field. A list of publications is below.

2019 | 2018 |  2017 |  2016 | 2015 | 2013 | 2012 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005 | 2003 | 2002 | 2001 | 2000 | 1999 | 1998 | 1997 | 1996 | 1995 | 1994 | 1993 | 1992 | 1991 | 1990 | 1989 | 1988 | 1987 | 1986 | 1985 | 1983 | 1982 | 1981 | 1980 | 1978 | 1977 | 1976

In Press

2019

  • Dattilo, J, Siperstein, G. N., McDowell, E. M., Schleien, S. J., Whitaker, E. B., Block, M. E., Spolidoro, M., Bari, J. & Hall, A. (2019) Perceptions of Programming Needs for Inclusive Leisure Services. Journal of Park and Recreation Administration, 37(4), 70–91. (pdf)
  • Siperstein, G. N., McDowell, E. M., Jacobs, H. J., Stokes, J. E. & Cahn, A. L. (2019) Unified Extracurricular Activities as a Pathway to Social Inclusion in High Schools. American Journal on Intellectual and Developmental Disabilities. 124(6), 568-582.
  • Siperstein, G. N., McDowell, E. D., Schleien, S. J., Dattilo, J., Block, M. E., Spolidoro, M., Bari, J. & Hall, A. (2019). Best practices in inclusive camping: A roundtable discussion on programming. Camping Magazine, 92(2), 52.

2018

  • Siperstein, G. N., Albert, A. B., Jacobs, H. E., Osborne, K. O., & Stokes, J. E. (2018). A schoolwide approach to promoting student bystander behavior in response to the use of the word “retard.” Research in Developmental Disabilities, 80, 142-152.
  • Siperstein, G. N., Spolidoro, M., & Gildea, B. (2018). Camp-based recreational programs for children with intellectual and developmental disabilities. In E. Braaten (Ed.), Encyclopedia of Intellectual and Developmental Disorders. Thousand Oaks, CA: Sage Press.

2017

  • Siperstein, G. N., Summerill, L. A., Jacobs, H. E., & Stokes, J. E. (2017). Promoting Social Inclusion in High Schools Using a Schoolwide Approach. Inclusion, 5(3), 173-188.

2016

  • Albert, A. B., Jacobs, H. E., & Siperstein, G. N. (2016). Sticks, stones, and stigma: Student bystander behavior in response to hearing the word “retard.” Intellectual and Developmental Disabilities, 54(6), 391-401.

  • Heyman, M., Stokes, J. E., & Siperstein, G. N. (2016). Not all jobs are the same: Predictors of job quality for adults with intellectual disabilities. Journal of Vocational Rehabilitation, 44(3), 299-306.

  • Favazza, P. C., & Siperstein, G. N. (2016). Motor skill acquisition for young children with disabilities. In B. Reichow et al. (Eds.), Handbook of Early Childhood Special Education (pp. 225-245). Switzerland: Springer.

  • Dorsey, E. A., Mouzourou, C., Park, H., Ostrosky, M. M., & Favazza, P. C. (2016). Teacher perceptions of two multi-component interventions: Disability awareness and science. Topics in Early Childhood Special Education. Advance online publication. doi:10.1177/0271121415626711

  • Favazza, P., Ostrosky, M.,Meyer, L., Yu, S., & Mouzourou, C. (2016). Limited Representation of Individuals with Disabilities in Early Childhood Classes: Alarming or Status Quo? International Journal of Inclusive Education. Accepted. 

  • Favazza, P.C., Siperstein, G.N., Ghio, K.G., Wairimu, J., & Masila, S. (2016). The Young Athletes Curriculum: Impact on Children with Disabilities in Kenya. Journal of Research in Childhood Education. Association of Early Childhood International. 30(1), 113-127. DOI: 10.1080/02568543.2015.1107157

  • Yu, S. Y., Ostrosky, M. M., Meyer, L. E., Favazza, P. C., Mouzourou, C., & Leboeuf, L. (2016). Using teacher impression journals to improve intervention effectiveness. Topics in Early Childhood Special Education. Topics in Early Childhood Special Education. 35(4), 245–255. doi: 10.1177/0271121415590810

2015

  • Wiley, A. L., & Siperstein, G. N. (2015). Social and emotional learning for students with high-incidence disabilities. In J. A. Durlak et al. (Eds.), Handbook of Social and Emotional Learning (2nd ed.). New York, NY: Guilford.
  • Meyer, L. E., Ostrosky, M. M., Yu, S., Favazza, P. C., Mouzourou, C., van Luling, L., & Park, H. (2015). Parents’ responses to a kindergarten-classroom lending-library component designed to support shared reading at home. Journal of Early Childhood Literacy, 0(0), 1-23. DOI: 10.1177/1468798415577870
  • Siperstein, G. N., & Collins, M. (2015). Mild Intellectual Disabilities. In E. A. Polloway (Ed.), The Death Penalty and Intellectual Disability. AAIDD: Washington, DC.

2013

  • Favazza, P.C. & Siperstein, G.N. (2013). Young Athletes: A Special Olympics Motor Skill Development Program. Journal for National Association of State Boards of Education.
  • Favazza, P.C., Siperstein, G.N., Zeisel, S., Odom, S.L. Sideris, J.H., Moskowitz, A.L. (2013).Young Athletes Program: Impact on Motor Development. Adapted Physical Activity Quarterly. 30, 235–253.
  • Kersh, J., Corona, L. L.., & Siperstein, G. N. (2013). Social well-being and friendship of people with intellectual disabilities. In M. L. Wehmeyer (Ed.) Oxford Handbook of Positive Psychology and Disability.
  • Parker, R.C., Corona, L.L., & Cahn, A. (2013). Project UNIFY: Promoting social inclusion through sports, interaction, and education. Journal for National Association of State Boards of Education.
  • Siperstein, G. N., Parker, R. C., & Drascher, M. L. (2013). National Snapshot of Adults with Intellectual Disabilities in the Labor Force. Journal of Vocational Rehabilitation.
  • Siperstein, G. N., Romano, N., Iskenderoglu, G., Roman A., Fowler, F. J., & Drascher, M. (2013). The American Public’s Perception of Illegal Steroid Use: A National Survey. Funded by National Baseball Hall of Fame and Museum, Taylor Hooton Foundation, and Professional Baseball Athletic Trainers Society. Available for download here.

2012

  • Favazza, P.C., Zeisel, S., Parker, R., & Leboeuf, L. (2012). Young Athletes Curriculum. Special Olympics International, Washington, D.C.

2011   

  • Benson, P. R., & Kersh, J. (2011). Marital quality and psychological adjustment among mothers of children with ASD:  Cross-sectional and longitudinal relationships. Journal of Autism and Developmental Disorders, doi 10.1007/s10803-011-1198-9 (published online 24 February 2011).
  • Harada, C.M., Siperstein, G.N., Parker, R., and Lenox, D. (2011). Promoting Social Inclusion for People with Intellectual Disabilities Through Sport: Special Olympics International, Global Sport Initiatives, and Strategies. In Jill M. LeClair (Ed.) Disability in the Global Sport Arena: A Sporting Chance. Routledge/Taylor & Francis.
  • Kersh, J. (2011).  Attitudes about people with intellectual disabilities: Current status and new directions. In R. M.  Hodapp (Ed.) International Review of Research in Developmental Disabilities: Vol. 41 (pp. 199-231). Oxford: Academic Press.
  • Shriver, T., Corbin, S., and Siperstein, G.N. (2011). Special Olympics International. Encyclopedia of Autism and Related Disorders. New York, NY: Facts on File, Inc.
  • Siperstein, G.N., Wiley, A.L., Forness, S.R. (2011).  School Context and the Academic and Behavioral Progress of Students with Emotional Disturbance. Behavioral Disorders, 36 (3), 172-184.
  • Siperstein, G.N., Parker, R.C., Norins, J., & Widaman, K.F. (2011). A National Study of Chinese Youth Attitudes toward Students with Intellectual Disabilities. Journal of Intellectual Disability Research, 55 (4), 370-384.
  • Wiley, A.L. and Siperstein, G.N. (2011). Seeing Red, Feeling Blue: The Impact of State Political Leaning on State Identification Rates for Emotional Disturbance. Behavioral Disorders. 36(3), 195-207.

2010

  • Wiley, A.L., Siperstein, G.N., Forness, S.R., & Brigham, F.J. (2010). School context and the problem behavior and social skills of students with emotional disturbance. Journal of Child and Family Studies.
  • Harada, C.M., Siperstein, G.N., Parker, R., & Lenox, D. (2010). Promoting social inclusion for people with intellectual disabilities through sport: Special Olympics International, global sport initiatives, and strategies. In Disability in the Global Sport Arena: A Sporting Chance. Routledge/Taylor & Francis.
  • Leffert, J.S., Siperstein, G.N., & Widaman, K.F. (2010). Social Perception in children with intellectual disabilities: The interpretation of insincere benign intentions. Journal of Intellectual Disability Research.

2009

  • Leffert, J.S., Brady, M.E., & Siperstein, G.N. (2009). A "tools for teachers" approach for infusing social skills instruction into daily teaching activities. Teaching Exceptional Children Plus. 6(2), 1-23.
  • Siperstein, G.N., Pociask, S., and Barnes, K. (2009). Let's ALL play: Helping to make inclusion in summer camps a success. Camping Magazine 82(6), 46-51.
  • Widaman, K.F., & Siperstein, G.N. (2009). Assessing adaptive behavior of criminal defendants in capital cases: A reconsideration. American Journal of Forensic Psychology. 27(2), 5-32.
  • Wiley, A.L., Siperstein, G.N., Bountress, K.E., Forness, S.R., & Brigham, F.J. (2009). Academic achievement characteristics of children identified as emotionally disturbed in different school contexts. Behavioral Disorders. 33(4), 198-210.
  • Siperstein, G.N., & Glick, G.C., & Parker, R. (2009). The social inclusion of children with intellectual disabilities in an out of school recreational setting. Intellectual and Developmental Disabilities. 47(2), 97-107.
  • Harada, C.M., & Siperstein, G.N. (2009). The sport experience of athletes with intellectual disabilities: A national survey of Special Olympics athletes and their families. Adapted Physical Actively Quarterly. 26 (1).

2008

  • Siperstein, G.N., & Parker, R.C. (2008). Toward an understanding of social integration: A special issue. Exceptionality, 16, 119-124.
  • Benson, P.R., Karlof, K.L., & Siperstein, G.N. (2008). Maternal involvement in the education of young children with autism spectrum disorder. Autism 12: 47-63.

2007   

  • Siperstein, G.N., Parker, R.C., Bardon, J.N., and Widaman, K.F. (2007). A National Study of Youth Attitudes toward the Inclusion of Students with Intellectual Disabilities. Exceptional Children.
  • Siperstein, G.N., Glick, G.C., Harada, C.M., Bardon, J.N. & Parker, R.C. (2007). Camp Shriver: A model for inclusive day camps. Camping Magazine. 80(4), 20-27.
  • Siperstein, G.N., & Favazza, P.C. (2007). Placing young children "At Promise": Future directions for promoting social competence. In W. Brown, S. Odom, and S. McConnell (eds.) Social Competence of Young Children. Baltimore, Brookes.

2006

  • Benson, P. (2006). The Impact of Child Symptom Severity on Depressed Mood Among Parents of Children with ASD: The Mediating Role of Stress Proliferation. Journal of Autism and Developmental Disorders.
  • MacMillan, D.L., Siperstein, G.N., & Leffert, J.S. (2006). Children with Mild Mental Retardation: A Challenge for Classification Practices - Revised. In H.N. Switzky & S. Greenspan (eds.) What is Mental Retardation? Revised - Ideas for an Evolving Disability in the 21st Century. Washington, D.C.: American Association on Mental Retardation.
  • Siperstein, G.N. Adjective Checklist (ACL) (2006). Encyclopedia of Measurement & Statistics. Thousand Oaks, CA: Sage Publications.
  • Siperstein, G. N., Romano, N., Mohler, A., and Parker, R. (2006). National Survey of Consumer Attitudes toward Companies that Hire Individuals with Disabilities. Journal of Vocational Rehabilitation, 24, 3-9.

2005   

  • Siperstein, G. N., Norins, J. & Mohler, A. (2005). Social Acceptance and Attitude Change: Fifty Years of Research. In J.W. Jacobson & J.A. Mulick (eds.) Handbook of Intellectual and Developmental Disabilities. New York: Kluewer/Plenum.

2003

  • Leffert, J.S., & Siperstein, G.N. (2003). Social Skills Instruction for Students with Learning Disabilities. Current Practice Alert Series. Council for Exceptional Children. Reston, VA.
  • Siperstein, G.N. & Rickards, E.P. (2003). Promoting Social Success. Baltimore, MD: Brookes Publishing Co.

2002

  • MacMillan, D. L., Siperstein, G. N. (2002). "Learning Disabilities as Operationally Defined by Schools." In R. Bradley, L. Danielson & D. Hallahan (eds). Identification of Learning Disabilities: Research to Practice. Mahwah, NJ: Lawrence Erlbaum.
  • Leffert, J. S., & Siperstein, G. N. (2002). "Social cognition: The key to understanding adaptive behavior in individuals with mild mental retardation." International Review of Research in Mental Retardation, 25, 135-181.
  • MacMillan, D. L., Siperstein, G. N., & Leffert, J. S. (2002). Children with mild mental retardation: A challenge for classification practices. In S. Greenspan & H.N. Switzky (eds.), What is mental retardation? Ideas for the new century. Washington, D.C.: American Association on Mental Retardation.
  • Wenz-Gross, M., Anderson, K., Parker, R., O'Meara, A. & Carreiro King, I. (2002). Moving to Middle School: Life Skills and Coping Skills for Successful Student Transition. Torrance, CA: Jalmar Press.   

2001

  • Brennan, R. T., Kim, J., Wenz-Gross, M., & Siperstein, G. N. (2001). The relative equitability of high-stakes testing versus teacher-assigned grades: And analysis of the Massachusetts Comprehensive Assessment System, (MCAS). Harvard Educational Review, 71 (2). 173-216.

2000   

  • Leffert, J. S., Siperstein, G. N., & Millikan, E. (2000). Understanding social adaptation in children with mental retardation: A social-cognitive perspective. Exceptional Children, 66 (4), 530-545.

1999

  • Siperstein, G. N. & Leffert, J. S. (1999). Managing limited resources: Do children with learning problems share? Exceptional Children, 65 (2), 187-199.

1998

  • Wenz-Gross, M., & Siperstein, G. N. (1998). Students with learning problems at risk in middle school: Stress, social support and adjustment. Exceptional Children, 65, 91-100.

1997

  • Siperstein, G. N., Leffert, J. S., & Wenz-Gross, M. (1997). The quality of friendships between children with and without mental retardation. American Journal on Mental Retardation, 102 (2), 55-70.
  • Siperstein, G. N., & Leffert, J. S. (1997). Comparison of socially accepted and rejected children with mental retardation. American Journal on Mental Retardation, 101 (4), 339-351.
  • Wenz-Gross, M., Siperstein, G. N., Untch, A. S., & Widaman, K.F. (1997). Stress, social support and adjustment of adolescents in middle school. Journal of Early Adolescents, 17 (2), 129-151.
  • Wenz-Gross, M., & Siperstein, G. N. (1997). Importance of social support in the adjustment of children with learning problems. Exceptional Children, 63 (2), 183-193.

1996

  • Leffert, J. S., & Siperstein, G. N. (1996). Assessment of social cognitive processes in children with mental retardation. American Journal on Mental Retardation, 100, 441-455.
  • Siperstein, G. N., Leffert, J. S., & Widaman, K. (1996). Social behavior and the social acceptance and rejection of children with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 31 (4), 271-281.
  • Wenz-Gross, M., & Siperstein G. N. (1996). The social world of preadolescents with mental retardation: Social support, family environment and adjustment. Education and Training in Mental Retardation and Developmental Disabilities, 31 (3), 177-187.
  • Gresham, F. M., MacMillan, D. L., & Siperstein, G. N. (1995). Critical analysis of the 1992 AAMR definition: Implications for school psychology. School Psychology Quarterly, 10 (1), 1-19.

1995   

  • MacMillan, D. L., Gresham, F. M., & Siperstein, G. N. (1995). Heightened concerns over the AAMR definition: Presence of advocacy and absence of precision. American Journal on Mental Retardation, 100 (1), 87-95. 

1994

  • Campbell, P., & Siperstein, G. N. (1994). Improving Social Competence: A Resource for Elementary School Teachers. Boston, MA: Allyn & Bacon.
  • Siperstein, G. N., Wolraich, M. L., & Reed, D. (1994). Professionals' prognoses for individuals with mental retardation: A search for consensus within interdisciplinary settings. American Journal on Mental Retardation, 98, 519-526. 

1993

  • Campbell, P., & Siperstein, G. N. (1993). Improving the social competence of students with learning disabilities: An opportunity for teachers in today's classroom. Their World Publication of the National Center for Learning Disabilities, 20-22.
  • MacMillan, D. L., Gresham, F. M., & Siperstein, G. N. (1993). Conceptual and psychometric problems with the 1992 AAMR definition. American Journal on Mental Retardation, 98, 325-335.

1992

  • Siperstein, G. N. (1992). Social competence: An important construct in mental retardation. American Journal on Mental Retardation, 96, iii-vi.
  • Siperstein, G. N. (1992). [Review of Quality of Life: Perspectives and Issues]. Education and Training in Mental Retardation, 27, 388 -390.
  • Wolraich, M. L., Siperstein, G. N., & Reed, D. (1992). The prognostications of physicians about mentally retarded individuals. In M. L. Wolraich & D. Routh (Eds.), Advances in Developmental & Behavioral Pediatrics (Vol. 10). Greenwich, CT: JAI Press.

1991   

  • Siperstein, G. N., & Wenz-Gross, M. (1991). Stress in mentally retarded children and adolescents. In M. E. Colten & S. Gore (Eds.), Adolescence and Stress: Causes and Consequences. Hawthorne, NY: Aldine de Gruyter.
  • Wolraich, M. L., Siperstein, G. N., & Reed, D. (1991). Physicians' decisions and prognostications for infants with Down syndrome. Developmental Medicine and Child Neurology, 33, 336-342.

1990

  • Hemphill, L. E., & Siperstein, G. N. (1990). Conversational competence and peer response to mildly retarded children. Journal of Educational Psychology, 82, 128-134.
  • Siperstein, G. N., Reed, D., Wolraich, M. L., & O'Keefe, P. (1990). Capabilities essential for adults who are mentally retarded to function in different residential settings. Education and Training of the Mentally Retarded, 25, 45-51.

1989

  • Siperstein, G. N., & Bak, J. J. (1989). Social relationships of moderately mentally retarded adolescents. Mental Retardation, 27, 5-10.

1988

  • Siperstein, G. N., Wolraich, M. L., Reed, D., & O'Keefe, P. (1988). Medical decisions and prognostications of pediatricians for infants with meningomyelocele. The Journal of Pediatrics, 113, 835-840.
  • Siperstein, G. N., Bak, J. J., & O'Keefe, P. (1988). Relationship between children's attitudes toward and their social acceptance of mentally retarded peers. American Journal on Mental Retardation, 93, 24-27.
  • Siperstein, G. N., & Bak, J. J. (1988). Improving social skills in schools: The role of parents. Exceptional Parent, 18, 18-22.
  • Siperstein, G. N. (1988). Students with learning disabilities in college: The need for a programmatic approach to critical transitions. Journal of Learning Disabilities, 21, 431-436.

1987

  • Bak, J. J., & Siperstein, G. N. (1987). Similarity as a factor effecting change in children's attitudes toward mentally retarded peers. American Journal of Mental Deficiency, 91, 524-531.
  • Bak, J. J., & Siperstein, G. N. (1987). Effects of mentally retarded children's behavioral competence on nonautistic peers' behaviors and attitudes: Toward establishing ecological validity in attitude research. American Journal of Mental Deficiency, 92, 31-39.
  • Bak, J. J., Cooper, E. M., Dobroth, K. M., & Siperstein, G. N. (1987). Special class placements as labels: Effects of different placements on children's attitudes toward learning handicapped peers. Exceptional Children, 54, 151-155.
  • Wolraich, M. L., Siperstein, G. N., & O'Keefe, P. (1987). Pediatricians' perceptions of mentally retarded individuals. Pediatrics, 80, 643-649.

1986

  • Bak, J. J., & Siperstein, G. N. (1986). Protective effects of the label "mentally retarded" on children's attitudes toward their mentally retarded peers. American Journal of Mental Deficiency, 91, 95-97.
  • Wolraich, M. L., & Siperstein, G. N. (1986). Physicians' and other professionals' expectations and prognoses for mentally retarded individuals. American Journal of Mental Deficiency, 91, 244-249.

1985

  • Lutwin, D. R., & Siperstein, G. N. (1985). The househusband father. In S. H. Hanson & F. W. Bozett (Eds.), Dimensions of Fatherhood (pp. 269-287). Beverly Hills, CA: Sage Publications.
  • Siperstein, G. N., & Goding, M. J. (1985). Teachers' behavior toward LD and non-LD children: A strategy for change. Journal of Learning Disabilities, 18, 139-144.
  • Siperstein, G. N., & Bak, J. J. (1985). Understanding factors that affect children's attitudes toward mentally retarded peers. In C. J. Meisel (Ed.), Mainstreaming Handicapped Children: Outcomes, Controversies, and New Discoveries (pp. 55-75). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Siperstein, G. N., & Bak, J. J. (1985). Effects of social behavior on children's attitudes toward their mildly and moderately mentally retarded peers. American Journal of Mental Deficiency, 90, 319-327.

1983

  • Wolraich, M. L., & Siperstein, G. N. (1983). Assessing professionals' prognostic impressions of mental retardation. Mental Retardation, 21, 8-12.
  • Siperstein, G. N., & Goding, M. J. (1983). Social integration of learning disabled children in regular classrooms. In K. Gadow and I. Bialer (Eds.), Advances in Learning and Behavioral Disabilities, (Vol. 2, pp. 227-263). Greenwich, CT: JAI Press.

1982

  • Budoff, M., & Siperstein, G. N. (1982). Judgments of EMR students toward their peers: Effects of label and academic competence. American Journal of Mental Deficiency, 86, 367-371.
  • Siperstein, G. N., & Davis, F. (1982). Children's perceptions of their peers: Evidence of implicit personality theory. Unpublished manuscript, University of Massachusetts, Center for the Study of Social Acceptance, Boston.
  • Siperstein, G. N., & Chatillon, A. C. (1982). Importance of perceived similarity in improving children's attitudes toward mentally retarded peers. American Journal of Mental Deficiency, 86, 453-458.

1981

  • Siperstein, G. N., & Goding, M. (1981). [Review of Exceptional Children and Special Education for the 80s]. American Journal of Mental Deficiency, 86, 108-109.

1980

  • Siperstein, G. N., Budoff, M., & Bak, J. J. (1980). Effects of the labels "mentally retarded" and "retard" on the social acceptability of mentally retarded children. American Journal of Mental Deficiency, 84, 596-601.
  • Siperstein, G. N., & Bak, J. J. (1980). Students' and teachers' perceptions of the mentally retarded child. In J. Gottlieb (Ed.), Educating Mentally Retarded Persons in the Mainstream (pp. 207-230). Baltimore, MD: University Park.
  • Siperstein, G. N., & Bak, J. J. (1980). Improving children's attitudes toward blind peers. Journal of Visual Impairment and Blindness, 74, 132-135.
  • Siperstein, G. N. (1980). Adjective Checklist (ACL) and Friendship Activity Scale (FAS): Instruments for measuring children's attitudes. University of Massachusetts, Center for the Study of Social Acceptance, Boston.

1978

  • Budoff, M., & Siperstein, G. N. (1978). Low income children's attitudes toward mentally retarded children: Effects of labeling and academic behavior. American Journal of Mental Deficiency, 82, 474-479.
  • Siperstein, G. N., & Gottlieb, J. (1978). Parents' and teachers' attitudes toward mildly and severely retarded children. Mental Retardation, 16, 321-322.
  • Siperstein, G. N. (1978). A scale for measuring (parents'/teachers') attitudes toward mildly and severely retarded persons. University of Massachusetts, Center for the Study of Social Acceptance, Boston.

1977

  • Budoff, M., & Siperstein, G. N. (1977). Learning among mentally retarded. In B. B. Wolman (Ed.), International Encyclopedia of Psychiatry, Psychology, Psychoanalysis and Neurology, (Vol.1, pp. 381-387).
  • Siperstein, G. N., & Gottlieb, J. (1977). Physical stigma and academic performance as factors affecting children's first impressions of handicapped peers. American Journal of Mental Deficiency, 81, 455-462.
  • Siperstein, G. N., Bak, J. J., & Gottlieb, J. (1977). Effects of group discussion on children's attitudes toward handicapped peers. Journal of Educational Research, 70, 131-134.

1976

  • Gottlieb, J., & Siperstein, G. N. (1976). Attitudes toward mentally retarded persons: Effects of attitude referent specificity. American Journal of Mental Deficiency, 80, 376-381.
  • Blackman, L. S., & Siperstein, G. N. (1968). Job analysis and the vocational evaluation of the mentally retarded. Rehabilitation Literature, 29, 103-105.

 

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