Materials & Publications

In Press

Lindstrom, L., Downey-McCartney, R., Kerewsky, S. & Flannery, B. (in press). Supporting students with disabilities in post-secondary education. Journal of Human Services Education.

Griller-Clark, H., & Unruh, D., (in press) Transition Practices for Adjudicated Youth with EBD and Related Disabilities. Behavioral Disorders.

Unruh, D., Povenmire-Kirk, T. & Yamamoto, S. (in press). Perceived barriers and protective factors of juvenile offenders on their developmental pathway to adulthood. Journal of Correctional Education.

Murray C. & Zvoch, K. (in press). Teacher-Student Relationships among Behaviorally At- Risk African American Youth from Low-Income Backgrounds: Student Perceptions, Teacher Perceptions, and Socio-Emotional Adjustment Correlates. Journal of Emotional & Behavioral Disorders.

Murray, C. Lombardi, A., Wren, C. T. (in press). The effects of disability-focused training on the attitudes and perceptions of university staff. Remedial and Special Education.

Murray, C. Wren, C. T., Stevens, E. & Keys, C. (in press). Project PLuS: Promoting university faculty and staff awareness of students with learning disabilities. Journal of Postsecondary Education and Disability

2009

Lindstrom, L., Flannery, B., Benz, M., Olszewksi, B. & Slovic, R. (2009). Building employment training partnerships between vocational rehabilitation and community colleges. Rehabilitation Counseling Bulletin. 52(3). 189-201.

Damore, S., & Murray, C. (2009). Assessing urban teachers’ perceptions of teacher collaboration. Remedial and Special Education, 30, 234-244.

Clark, H. B. & Unruh, D. (Eds.) (2009). Transition to adulthood for young people with emotional and/or behavioral difficulties: An evidence-informed handbook. NJ: Brookes Publishing. Murray, C. Lombardi, A., Wren, C. T., & Keys, C. (2009). Associations between prior disability focused training and disability-related attitudes and perceptions among university faculty Learning Disability Quarterly, 32(2) 87-100.

Murray, C. (2009). Parent and teacher relationships as predictors of school engagement and functioning among low-income urban youth. Journal of Early Adolescence, 29, 376-404.

2008

Lindstrom, L. Johnson, P. Doren B., Zane, C., Post C. & Harley, E. (2008). Career Connections: Future planning for young women with disabilities. Teaching Exceptional Children. 40 (4) , 66-71.

Lichtenstein, D., Lindstrom, L. & Povenmire-Kirk, T. (2008). Promoting multicultural competence: Diversity training for transition professionals. Journal for Vocational Special Needs Education, 30(3), 3 – 15.

Trainor, A., Lindstrom, L., Simon-Burroughs, M., Sorrells, A & Martin, J. (2008). From marginalized to maximized opportunities for diverse youth with disabilities: Position paper of the Division on Career Development and Transition. Career Development for Exceptional Individuals. 31(1), 56-64.

Murray, C., Flannery, B., Wren, C. (2008). University staff members’ attitudes and knowledge about learning disabilities and disability support services. Journal of Postsecondary Education and Disability, 21, 73-90.

Unruh, D., Gau, J., Waintrup, M. (2008). An Exploration of Factors Reducing Recidivism Rates of Formerly Incarcerated Youth with Disabilities Participating in a Re-Entry Intervention. Journal of Child & Family Studies.

Waintrup, M. & Unruh, D. (June, 2008). Career Development Programming Strategies for Transitioning Incarcerated Adolescents to the World of Work. Journal of Correctional Education,59, 127-144.

Murray, C., Murray, K. M., Waas, G. A. (2008). Child and teacher reports of teacher-student relationships: Concordance of perspectives and associations with school adjustment in urban kindergarten classrooms. Journal of Applied Developmental Psychology, 29, 49-61.

Murray, C., & Naranjo, J. (2008). Poor, Black, LD and graduating: An investigation of factors and processes associated with school completion among high risk urban youth. Remedial and Special Education, 29, 145-160.

Murray, C., Waas, G. A., Murray, K. M. (2008). Child race and gender as moderators of the association between teacher-child relationships and school adjustment. Psychology in the Schools, 45, 562-578.

Murray, C. Wren, C. T., & Keys, C. (2008). University faculty attitudes regarding students with learning disabilities. Learning Disabilities Quarterly, 31, 95-113.

2007

Lindstrom, L. Paskey, J., Dickinson, J., Doren B., Zane, C. & Johnson, P. (2007). Voices from the field: Recommended transition strategies for students and school staff. Journal for Vocational Special Needs Education. 29(2), 4-15.

Doren, B., Lindstrom, L., Zane, C. & Johnson, P. (2007). Post-school employment outcomes: The role of program and alterable personal factors. Career Development for Exceptional Individuals. 30(3), 171 -183.

Lindstrom, L., Doren, B., Metheny, J., Johnson, P., & Zane, C. (2007). Transition to employment: Role of the family in career development. Exceptional Children. 73(3), 348-366.

Murray, C. & Pianta, R. C. (2007). The importance of teacher-student relationships for adolescents with high incidence disabilities. Theory Into Practice, 46, 105-112.

Vogel, S. A., Murray, C., Wren, C. T., & Adelman, P. (2007). An exploratory analysis of the employment-related experiences of educators with learning disabilities. Educational Considerations, 37, 15-20.

2006

Olsezewski, B., Macey, D., & Lindstrom, L. (2006). The practical work of coding: An ethnomethodological inquiry. Human Studies 29: 363-380.

Murray, C. & Greenberg, M. T. (2006). Examining the importance of social relationships and social contexts in the lives of children with high incidence disabilities. Journal of Special Education, 39, 220-233.

2005

Lichtenstein, D., Lindstrom, L., & Kerewsky, S. (2005). A delicate balance: An integrated model for preparing ethically competent human services professionals. Journal of Human Services Education, 25(1), 27-40.

Unruh, D. & Bullis, M. (2005). Community and self-report of the facility-to-community transition needs for adjudicated youth with disabilities. Career Development for Exceptional Individuals, 28, 67-79.

Unruh, D. (2005). Using primary and secondary stakeholders to define facility-to-community transition needs for adjudicated youth with disabilities. Program Planning and Evaluation, 28, 413-422.

Unruh, D., & Bullis, M. (2005). Female and male juvenile offenders with disabilities: Differences in the barriers to their transition to the community, Behavioral Disorders, 30, 105-118.

Murray, C. & Malmgren, K. (2005). Implementing a teacher-student relationship program in a high-poverty urban school: Effects on social, emotional, and academic adjustment and lessons learned. Journal of School Psychology, 43, 137-152.

2004

Unruh, D. K., Bullis, M., & Yovanoff, P. (2004). Adolescent fathers who are incarcerated juvenile offenders: Explanatory factors for the co-occurrence of two problem behaviors. Journal of Child and Family Studies, 13(4), 405-419.

Benz, M. R., Lindstrom, L., Unruh, D., Waintrup, M., (2004). Sustaining secondary and transition programs in local schools. Remedial and Special Education, 25, 39-50.

Lindstrom, L., Benz, M., & Doren, B. (2004). Expanding career options for young women with learning disabilities. Career Development for Exceptional Individuals, 27(1). 43-63.

Benz, M., Lindstrom, L., Unruh, D. & Waintrup, M. (2004). Sustaining secondary and transition programs. Remedial and Special Education, 25(1), 39 - 50.

Murray, C. & Murray, K. M. (2004). Child level correlates of teacher-student relationships: An examination of child demographic characteristics, academic orientations and behavioral orientations. Psychology in the Schools, 41, 751-762.

Murray, C. (2004). Clarifying collaborative roles in urban high schools: General educators’ perspectives. Teaching Exceptional Children, 36(5), 44-51.

2003

Unruh, D. K., Bullis, M., & Yovanoff, P. (2003). Community reintegration outcomes of formerly incarcerated adolescent fathers. Journal of Emotional and Behavioral Disorders, 11, 144-156.

Murray, C. & Wren, C.T. (2003). Cognitive, academic, and attitudinal predictors of the grade point averages of college students with learning disabilities. Journal of Learning Disabilities, 36, 407-415.

Murray, C. (2003). Risk factors, protective factors, vulnerability and resilience: A framework for understanding and supporting the adult transitions of youth with high incidence disabilities. Remedial and Special Education, 24, 16-26.

2002

Lindstrom, L., & Benz, M. (2002). Phases of career development: Case studies of young women with disabilities entering the workforce. Exceptional Children, 69 (1), 67-83.

Murray, C. (2002). Supportive teacher-student relationships: Promoting the social and emotional health of early adolescents with high incidence disabilities. Childhood Education, 78, 255-260.

2001

Murray, C. & Greenberg, M. T. (2001). Relationships with teachers and bonds with school: Social-emotional adjustment correlates for children with and without disabilities. Psychology in the Schools, 38, 25-41.

2009

Murray, C. & Greenberg, M. T. (2000). Children's relationship with teachers and bonds with school: An investigation of patterns and correlates in middle childhood. Journal of School Psychology, 38, 423-445.

Benz, M., Lindstrom, L. & Yovanoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66 (4), 509-529.

Murray, C., Goldstein, D., Nourse, S., & Edgar, E. (2000). Postsecondary school attendance and graduation rates of high school graduates with learning disabilities. Learning Disabilities Research and Practice, 15, 119-127.

1999 and earlier

Benz, M., Lindstrom, L. & Latta, T. (1999). Improving collaboration between schools and vocational rehabilitation: The Youth Transition Program model. Journal of Vocational Rehabilitation, 13, 55-63.

Goldstein, D., Murray, C. & Edgar, E. (1998). Employment earnings and hours of high school graduates with learning disabilities through the first decade after graduation. Learning Disabilities Research and Practice, 13, 53-64.

Lindstrom L., Benz, M., & Johnson M. (1997). From school grounds to coffee grounds: An introduction to school-based businesses. Teaching Exceptional Children, 29 (4), 18-22.

Murray, C., Goldstein, D. & Edgar, E. (1997). The employment and engagement status of high school graduates with learning disabilities through the first decade after graduation. Learning Disabilities Research and Practice, 12, 151-160.

Lindstrom L., Benz, M., & Johnson M. (1996) . Developing job clubs for students in transition. Teaching Exceptional Children, 28 (2), 16-23.

Benz, M., Johnson, D. Mikkelsen, K. & Lindstrom, L. (1995). Improving collaboration between schools and vocational rehabilitation: Stakeholder identified barriers and strategies. Career Development for Exceptional Individuals 18, 133-144.

Benz, M., Lindstrom, L., & Halpern, A. (1994). Mobilizing local communities to improve transition services. Career Development for Exceptional Individuals 20, 43-51.

Halpern, A., Benz, M., & Lindstrom, L. (1992). A systems change approach to improving secondary special education and transition programs at the local community level. Career Development for Exceptional Individuals, 15 109-119.