How Special Education Preschool Graduates Finish: Status at 19 Years of Age von Jenkins, Joseph R., Dale, Philip S., Paulette E. Mills, Kevin N. Cole, Pious, Constance, Ronk, Joan

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Language of Children With Disabilities to Peers at Play: Impact of Ecology von Mills, Paulette E., Beecher, Constance C., Dale, Philip S., Cole, Kevin N., Jenkins, Joseph R.

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Metabolic Syndrome in a Multiethnic Sample of School Children: Implications for the Pediatric Nurse von McGillis Bindler, Ruth C., Massey, Linda K., Shultz, Jill Armstrong, Mills, Paulette E., Short, Robert

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Follow-up of Children from Academic and Cognitive Preschool Curricula at 12 and 16 von Dale, Philip S., Jenkins, Joseph R., Mills, Paulette E., Cole, Kevin N.

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Early Exposure to Direct Instruction and Subsequent Juvenile Delinquency: A Prospective Examination von Mills, Paulette E., Cole, Kevin N., Jenkins, Joseph R., Dale, Philip S.

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Early Intervention Curricula and Subsequent Adolescent Social Development: A Longitudinal Examination von Cole, Kevin N., Mills, Paulette E., Jenkins, Joseph R., Dale, Philip S.

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When Paths Diverge: “Errors of Prediction” From Preschool Test Scores to Later Cognitive and Academic Measures von Dale, Philip S., Mills, Paulette E., Cole, Kevin N., Jenkins, Joseph R.

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Getting to the Second Generation Questions von Cole, Kevin N., Mills, Paulette E., Jenkins, Joseph R., Dale, Philip S.

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Effects of Differing Levels of Inclusion on Preschoolers with Disabilities von Mills, Paulette E., Cole, Kevin N., Jenkins, Joseph R., Dale, Philip S.

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Effects of Group Composition, Materials, and Developmental Level on Play in Preschool Children With Disabilities von McCABE, JOAN ROTH, JENKINS, JOSEPH R., MILLS, PAULETTE E., DALE, PHILIP S., COLE, KEVIN N.

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Defining language delay in young children by cognitive referencing: Are we saying more than we know? von Cole, Kevin N., Dale, Philip S., Mills, Paulette E.

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Follow-up of Children from Academic and Cognitive Preschool Curricula at Age 9 von Mills, Paulette E., Dale, Philip S., Cole, Kevin N., Jenkins, Joseph R.

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Effects of Play Group Variables on Language Use by Preschool Children With Disabilities von McCABE, JOAN ROTH, JENKINS, JOSEPH R., MILLS, PAULETTE E., DALE, PHILIP S., COLE, KEVIN N., PEPLER, LINDA

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Examination of the stability of two methods of defining specific language impairment von Cole, Kevin N., Schwartz, Ilene S., Notari, Angela R., Dale, Philip S., Mills, Paulette E.

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Agreement of Language Intervention Triage Profiles von Cole, Kevin N., Mills, Paulette E.

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Effects of Preschool Integration for Children with Disabilities von Cole, Kevin N., Mills, Paulette E., Dale, Philip S., Jenkins, Joseph R.

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Interaction between Early Intervention Curricula and Student Characteristics von Cole, Kevin N., Dale, Philip S., Mills, Paulette E., Jenkins, Joseph R.

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Agreement of Assessment Profiles Used in Cognitive Referencing von Cole, Kevin N, Mills, Paulette E, Kelley, Darcy

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Preschool Language Facilitation Methods and Child Characteristics von COLE, KEVIN N., MILLS, PAULETTE E., DALE, PHILIP S., JENKINS, JOSEPH R.

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Two Approaches to Reading Instruction with Children with Disabilities: Does Program Design Make a Difference? von O'Connor, Rollanda E., Jenkins, Joseph R., Cole, Kevin N., Mills, Paulette E.

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