Publications: 1976 – 1980

Baumgart, D., Brown, L., Pumpian, I., Nisbet, J., Ford, A., Sweet, M., Ranieri, L., Hansen, L. & Schroeder, J.(1980). The Principle of Partial Participation and Individualized Adaptations in Educational Programs for Severely Handicapped Students. Journal of the Association for the Severely Handicapped, 7(2), 17 – 27.

Belmore, K. & Brown, L. (1978). A Job Skill Inventory Strategy for Use in A Public School Vocational Training Program For Severely Handicapped Potential Workers. N. G. Haring & D. Bricker (Eds). Teaching the Severely Handicapped, Vol III, (223 – 262). Seattle: American Association for the Education of the Severely/Profoundly Handicapped.

Brown, L., Branston, M., Baumgart, D., Vincent, L., Falvey, M. & Schroeder,J. (1979). Utilizing the Characteristics of a Variety of Current and Subsequent Least Restrictive Environments as Factors in the Development of Curricular Content for Severely Handicapped Students. AAESPH Review, 4(4), 407 – 424.

Brown, L., Branston, M., Hamre Nietupski, S., Johnson, F., Wilcox, B. & Gruenewald, L. (1979). A Rationale for Comprehensive Longitudinal Interactions Between Severely Handicapped Students and Nonhandicapped Students And Other Citizens. AAESPH Review, 4(1), 3 -14.

Republished:(1981). Revue De Modification Due Comportement, Vol. II, N 1, 11 – 22, Printemps.

Brown, L., Branston, M., Hamre Nietupski, S., Pumpian, I.,Certo, N. & Gruenewald, L. (1979). A Strategy for Developing Chronological Age Appropriate and Functional Curricular Content For Severely Handicapped Adolescents and Young Adults. Journal of Special Education,13(1), 81 – 90.

Brown, L., Falvey, M., Baumgart, D., Pumpian, I., Schroeder, J. & Gruenewald, L. (1979). Strategies for Teaching Chronological Age Appropriate Functional Skills to Adolescent and Young Adult Severely Handicapped Students, Vol IX, Part 1. Madison: MMSD.

Brown, L., Falvey, M., Pumpian, I., Baumgart, D., Nisbet, J., Ford, A., Schroeder, J. & Loomis, R. (1980). Curricular Strategies for Teaching Severely Handicapped Students Functional Skills in School and Nonschool Environments, Vol X. Madison: MMSD.

Brown, L., Falvey, M., Vincent, L., Kaye, N., Johnson, F., Ferrara Parrish, P. & Gruenewald, L.(1980). Strategies For Generating Comprehensive, Longitudinal And Chronological Age Appropriate Individual Educational Plans For Adolescent And Young Adult Severely Handicapped Students. Journal of Special Education, 14(2), 199 – 215.

Brown, L., Hamre Nietupski, S., Lyon, S., Branston, M., Falvey, M. & Gruenewald, L. (1978). Curricular Strategies for Developing Longitudinal Curricular Strategies for Teaching Severely Handicapped Students to Acquire and Perform Skills in Response to Naturally Occurring Cues and Correction Procedures, Vol VIII, Part 1. Madison: MMSD.

Brown, L., Nietupski, J. & Hamre Nietupski, S. (1976). The Criterion of Ultimate Functioning and Public School Services for Severely Handicapped Students. Hey, Don’t Forget About Me: Education’s Investment in the Severely, Profoundly and Multiply Handicapped, (2 -15). Reston, Virginia: Council for Exceptional Children.

Brown, L., Nietupski, J., Lyon, S., Hamre Nietupski, S., Crowner, T. & Gruenewald, L. (1976). Curricular Strategies for Teaching Functional Object Use, Nonverbal Communication, Problem Solving and Mealtime Skills to Severely Handicapped Students, Vol VII, Part 1. Madison: MMSD.

Brown, L., Scheuerman, N., & Crowner, T. (1976). Madison’s Alternative for Zero Exclusion: Toward an Integrated Therapy Model for Teaching Motor, Tracking and Scanning Skills to Severely Handicapped Students, Vol VI, Part 3. Madison: MMSD.

Brown, L., Wilcox, B., Sontag, E., Vincent, B., Dodd, N. & Gruenewald, L.(1977). Toward the Realization of the Least Restrictive Educational Environments For Severely Handicapped Students. The AAESPH Review, 2(4), 195 – 201.

Republished: (1980). R. Flynn & K. Nitsch (Eds). Normalization, Social Integration and Community
Services, (177 – 186). Baltimore: University Park Press.

Republished: (2004) Research and Practice for Persons With Severe Disabilities. Vol. 29, 1, 2 – 8.

Certo, N., Belmore, K., Crowner, T. & Brown, L. (1977). A Review Of Secondary Level Educational Service Delivery Models For Severely Handicapped Students In The Madison Metropolitan School District. E. Sontag, J. Smith & N. Certo (Eds). Educational Programming For The Severely/ Profoundly Handicapped, (111 – 128). Reston, Virginia: Council For Exceptional Children, Division on Mental Retardation.

Certo, N., Schwartz, R. & Brown, L. (1977). Community Transportation: Teaching Severely Handicapped Students To Ride A Public Bus System. N. G. Haring & L. Brown (Eds). Teaching the Severely Handicapped, Vol II (147 – 232). New York: Grune & Stratton.

Domnie, M. & Brown, L. (1977). Teaching Severely Handicapped Students Basic Reading Comprehension Skills Requiring Printed Answers to Who, What and Where Questions. Education and Training of the Mentally Retarded, 12(4), 332 – 335.

Donnellan, A., Ford, A., Nisbet, J., Falvey, M., Pumpian, I., Baumgart, D., Schroeder, J. & Brown, L. (1980). A Strategy for Evaluating Educational Programs for Students with Autism and Other Handicapping Conditions. L. Brown, M. Falvey, I. Pumpian, D. Baumgart, J. Nisbet, A. Ford, J. Schroeder & R. Loomis (Eds). Curricular Strategies for Teaching Severely Handicapped Students Functional Skills in School and Nonschool Environments, Vol X. Madison: MMSD.

Entrikin, D., York, R. & Brown, L. (1977). Teaching Trainable Level Multiply Handicapped Students to Use Picture Cues, Context Cues and Initial Consonant Sounds to Determine the Labels of Unknown Words. The AAESPH Review, 2(3), 169 – 190.

Evans, T., Pierce, L., York, R. & Brown, L. (1977). Increasing the Speech Intensity of Retarded/Emotionally Disturbed Students in a Public School Classroom. Child Study Journal, 7(3), 131 – 144.

Falvey, M., Brown, L., Lyon, S., Baumgart, D. & Schroeder, J. (1980).Curricular Strategies For Teaching Severely Handicapped Students to Acquire and Perform Chronological Age Appropriate Functional Skills in Response to Naturally Occurring Cues And Correction Procedures. W. Sailor, B. Wilcox & L. Brown (Eds). Instructional Design for the Severely Handicapped (109 – 134). Baltimore: Brookes Publishing Co.

Falvey, M., Ferrara Parrish, P., Johnson, F., Pumpian, I., Schroeder, J. & Brown, L.(1979). Curricular Strategies for Generating Comprehensive, Longitudinal and Chronological Age Appropriate Functional Individual Vocational Plans for Severely Handicapped Adolescents and Young Adults. L. Brown, M. Falvey, D.Baumgart, I. Pumpian, J. Schroeder, & L.Gruenewald (Eds). Strategies for Teaching Chronological Age Appropriate Functional Skills to Adolescent and Young Adult Severely Handicapped Students,Vol IX, Part 1. Madison: MMSD.

Hamre Nietupski, S., Branston, M., Ford, A., Stoll, A., Sweet, M., Gruenewald, L. & Brown, L. (1978). Curricular Strategies for Developing Longitudinal Interactions Between Severely Handicapped and Nonhandicapped Individuals in School and Nonschool Environments. L. Brown, S. Hamre Nietupski, S. Lyon, M. Branston, M. Falvey & L. Gruenewald (Eds). Curricular Strategies for Developing Longitudinal Interactions Between Severely Handicapped Students and Others and Curricular Strategies for Teaching Severely Handicapped Students to Acquire and Perform Skills in Response to Naturally Occurring Cues and Correction Procedures, Vol VIII, Part 1. Madison: MMSD.

Hamre Nietupski, S., Stoll, A., Holtz, K., Fullerton, P., Ryan Flottum, M. & Brown, L. (1977). Curricular Strategies for Teaching Selected Nonverbal Communication Skills to Nonverbal and Verbal Severely Handicapped Students. L. Brown, J. Nietupski, S. Lyon, S. Hamre Nietupski, T. Crowner & L. Gruenewald (Eds). Curricular Strategies for Teaching Functional Object Use, Nonverbal Communication, Problem Solving and Mealtime Skills to Severely Handicapped Students, Vol VII, Part1. Madison: MMSD.

Haring, N. G. & Brown, L. (1976). Teaching the Severely Handicapped, Vol I. New York: Grune & Stratton.

Haring, N.G. & Brown, L. (1977). Teaching the Severely Handicapped, Vol II. New York: Grune & Stratton.

Lyon, S., Baumgart, D., Stoll, A. & Brown, L. (1977). Curricular Strategies for Teaching Basic Functional Object Use Skills to Severely Handicapped Students. L. Brown, J. Nietupski, S. Lyon, S. Hamre Nietupski, T. Crowner & L. Gruenewald (Eds). Curricular Strategies for Teaching Functional Object Use, Nonverbal Communication, Problem Solving and Mealtime Skills to Severely Handicapped Students, Vol VII, Part 1. Madison: MMSD.

Nietupski, J., Stoll, A., Broome, D. & Brown, L. (1977). Curricular Strategies For Teaching Selected Problem Solving Skills To Severely Handicapped Students.L. Brown, J. Nietupski, S. Lyon, S. Hamre Nietupski, T. Crowner & L.Gruenewald (Eds). Curricular Strategies for Teaching Functional Object Use,Nonverbal Communication, Problem Solving and Mealtime Skills to SeverelyHandicapped Students, Vol VII, Part 1. Madison: MMSD.

Pumpian, I., Baumgart, D., Shiraga, B., Ford, A., Nisbet, J., Loomis, R. & Brown, L. (1980). Vocational Training Programs for Severely Handicapped Students in the Madison Metropolitan School District. L.Brown, M. Falvey, I. Pumpian, D. Baumgart, J. Nisbet, A. Ford, J. Schroeder& R. Loomis (Eds). Curricular Strategies for Teaching SeverelyHandicapped Students Functional Skills in School and Nonschool Environments,Vol X. Madison: MMSD.

Pumpian, I., Livi, J., Falvey, M., Loomis, R. & Brown, L. (1979). Strategies For Generating Curricular Content to Teach Adolescent And Young Adult Severely Handicapped Students Domestic Living Skills. L. Brown, M. Falvey, D. Baumgart, I. Pumpian, J. Schroeder & L. Gruenewald (Eds). Strategies for Teaching Chronological Age Appropriate Functional Skills to Adolescent and Young Adult Severely Handicapped Students, Vol. IX, Part 1. Madison: MMSD.

Sailor, W., Wilcox, B. & Brown, L. (1980). Instructional Design for the Severely Handicapped. Baltimore: Brookes Publishing Co.

Scheuerman, N., Baumgart, D., Sipsma, K. & Brown, L. (1976). Toward the Development of a Curriculum for Teaching Nonverbal Communication Skills to Severely Handicapped Students: Teaching Basic Tracking, Scanning and Selection Skills. L. Brown, N. Scheuerman & T. Crowner (Eds). Toward an Integrated Therapy Model for Teaching Motor, Tracking and Scanning Skills to Severely Handicapped Students, Vol VI, Part 3. Madison: MMSD.

Sternat, J., Nietupski, J., Lyon, S., Messina, R. & Brown, L. (1977). Occupational and Physical Therapy Services for Severely Handicapped Students: Toward a Naturalized Public School Service Delivery Model, Parts 1 – 5. E. Sontag, J. Smith & N. Certo (Eds). Educational Programming for the Severely/Profoundly Handicapped, (263 – 278). Reston, Virginia: Council for Exceptional Children.

Swetlik, B. & Brown, L. (1977). Teaching Severely Handicapped Students to Express Selected First, Second, and Third Person Singular Pronoun Responses in Answer to “Who – Doing” Questions. N. G. Haring & L. Brown (Eds). Teaching the Severely Handicapped, Vol II (15 – 62). New York: Grune & Stratton.

Wambold, C., Jedlinski, K. & Brown, L. (1976). Improving the Sequential Memory Performance of Trainable Mentally Retarded Youngsters: A Learning Strategies Approach. Journal of Special Education, 10(1), 41 – 46.

Wheeler, J., Ford, A., Nietupski, J., Loomis, R. & Brown, L. (1980).Teaching Adolescent Moderately/Severely Handicapped Students to Use Food Classification and Calculator Related Subtraction Skills to Shop in Supermarkets. Education and Training of the Mentally Retarded, 15(2) 15 – 26.