16 EUJAPA, Vol. 8, No. 2
Scandinavian Journal of Disability
Research, 12 (3), 151 – 164.
Lieberman, L.J., Newcomer, J., McCubbin, J.,
& Dalrymple, N. (1997). The effects of
cross age tutors on the academic learning
time in physical education of children with
disabilities in inclusive elementary physical
education classes. Brazilian Journal of
Adapted Physical Education & Recreation,
Lieberman, L.J., Dunn, J.M., Mars, H., &
McCubbin, J. (2000). Peer tutors’ on
activity levels of deaf children in inclusive
elementary physical education. Adapted
Physical Activity Quarterly, 17, 20-39.
Logan, K.R., Jacobs, H.A., Gast, D.L., Murray,
A.S., Daino, K., & Skala, C. (1998). The
impact of typical peers on the perceived
happiness of children with profound
multiple disabilities. The Journal of the
Association for Persons with Severe
Handicap, 23, 309-318.
McKenzie, T.L., Marshall, S.J., Sallis, J.F. &
Conway, T.L. (2000). Student activity
levels, lesson context, and teacher behavior
during middle school physical education.
Research Quarterly for Exercise and Sport,
71(3), 249 -259.
Maurer, K. (2004). The use of paraprofessionals
in general physical education. Unpublished
masterʼs thesis. State University of New
York - Brockport.
Murata, N.M., & Jansma, P. (1997). Influence
of support personnel on students with and
without disabilities in general physical
education. Clinical Kinesiology, 51 (2), 37-
National Association for Sport and Physical
Education. (2007). Initial guidelines for
online physical education: A position paper
from the National Association for Sport and
Physical Education. Reston, VA: Author.
Odom, S.L., Brantlinger, E., Gersten, R.,
Horner, R. H., Thompson, B., & Harris, K.
(2005). Research in special education:
Scientific methods and evidence-based
practices. Exceptional Children 71(2), 137–
Okilwa, N.S. (2010). The effect of peer tutoring
on academic performance of students with
disabilities in grades 6 through 12: a
synthesis of the literature. Remedial and
Special Education, 31(6), 450 - 463.
Parker, R.I., Vannest, K.J., & Brown, L. (2009).
The improvement rate difference for single
– case research. Council for Exceptional
Children, 75(2), 135 -150.
Reardon, R.S. (2008). The impact of formal
classwide peer support training on the
occurrence of initiated and reciprocal peer
interactions of students with significant
disabilities in inclusive physical education
classes. Unpublished doctoral dissertation,
University of Central Florida.
Rubin, K. H., Bukowski, W. M. & Laursen, B.
(Eds.). (2009). Handbook of peer
interactions, relationships, and groups. New
York. NY: Guilford Press.
Sackett, D. L., Richardson, W. S., Rosenberg,
W., & Haynes, R. B. (Eds.). (1997).
Evidence-based medicine: How to practice
and teach EBM. London: Churchill
Sitlington, P , Frank, A., & Garson, R. (1991).
Transition of adolescents with behavioral
disorders—Is it successful? Behavioral
Disorders, 16, 180-191.
Sitlington, P., Frank, A., & Garson, R. (1992).
Adult adjustment among high school
graduates with mild disabilities.
Exceptional Children, 59, 221-233
Yun-Ching, C., Carter, E.W., & Lynn, Sisco,
L.G. (2013). A systematic review of
interventions to increase peer instructions
for students with complex communication
challenges. Research and Practice for
Persons with Severe Disabilities, 37(4), 271
Wehmeyer. M., & Agran. M. (2006). Promoting
access to the general curriculum for
students with significant cognitive
disabilities. In F. Spooner & D. Browder