Bellamy, T. & Brown, L. (1972). A Sequential Procedure for Teaching Addition Skills to Trainable Retarded Students. Training School Bulletin, 69(1), 31 – 44.
Brown, L. (1973). Instructional Programs for Trainable Level Retarded Students. L. Mann & D. Sabatino (Eds). The First Review of Special Education, (103 – 136). Philadelphia: Buttonwood Farms.
Brown, L. (1974). Programming for Severely Handicapped Students: Issues and Technology. C. Cook (Ed). Diagnostic and Prescriptive Programming for the Severely Handicapped, (72 – 85). Eugene, OR: Northwest Special Education Learning Resources System.
Brown, L., Bellamy, T. & Gadberry, E. (1971). A Procedure for the Development and Measurement of Rudimentary Quantitative Concepts in Low Functioning Trainable Students. Training School Bulletin, 68(3), 178 -185.
Brown, L., Bellamy, T., Perlmutter, L., Sackowitz, P. & Sontag, E. (1972). The Development of Quality, Quantity and Durability in the Work Performance of Retarded Students in a Public School Prevocational Workshop. Training School Bulletin, 69(2), 58 – 69.
Brown, L., Bellamy, T. & Sontag, E. (1971). The Development and Implementation of a Public School Prevocational Training Program for Trainable Retarded and Severely Emotionally Disturbed Children, Vol I. Madison: MMSD.
Brown, L., Crowner, T., Williams, W. & York, R. (1975). Madison’s Alternative For Zero Exclusion: A Book Of Readings, Vol V. Madison: MMSD.
Brown, L., Fenrick, N. & Klemme, H. (1971). Trainable Level Retarded Students Teach Trainable Level Retarded Students. Teaching Exceptional Children, 4(1), 18 – 24.
Brown, L., Frank, R., Fox, L., Voekler, R., York, R. & Sontag, E. (1974). Effects of Interval Payment, Task Choice and High Rate Reinforcement Contingencies on the Production Rates of Trainable Level Retarded and Severely Emotionally Disturbed Students. Training School Bulletin, 71(3), 195 – 202.
Brown, L., Huppler, B., Pierce, L., Johnson, N. & Sontag, E. (1974). Teaching Young Trainable Level Retarded Students To Report Behavioral Events. SchoolApplications Of Learning Theory, 6(93), 1 – 14.
Brown, L., Huppler, B., Pierce, L., York, B. & Sontag, E. (1974). Teaching Trainable Level Students to Read Unconjugated Action Verbs. Journal of Special Education, 8(1), 51 – 56.
Brown, L., Huppler, B., Vandeventer, P. & Sontag, E. (1973). Use of the “College Bowl” Format to Increase Silent Reading Comprehension. Child Study Journal, 3(4), 181 – 193.
Brown, L., Huppler, B., Vandeventer, P., York, R. & Sontag, E. (1973). Use of Reinforcement Principles to Increase Comprehension of Instructional Filmstrips. Education and Training of the Mentally Retarded, 8(1), 50 – 56.
Brown, L., Johnson, S., Gadberry, E. & Fenrick, N. (1971). Increasing Individual and Assembly Line Production Rates of Retarded Students. Training School Bulletin, 67(4), 206 – 212.
Brown, L., Jones, S., Troccolo, E., Heiser, C., Bellamy, T. & Sontag, E.(1972). Teaching Functional Reading to Young Trainable Students: Toward Longitudinal Objectives. Journal of Special Education, 6(3), 237 – 246.
Brown, L. & Perlmutter, L. (1971). Teaching Functional Reading to Trainable Level Retarded Students. Education and Training of the Mentally Retarded, 6(2), 74 – 84.
Brown, L., Scheuerman, N., Cartwright, S. & York, R. (1973). The Design and Implementation of an Empirically Based Instructional Program for Severely Handicapped Students: Toward the Rejection of the Exclusion Principle, Vol III. Madison: MMSD.
Brown, L. & Sontag, E. (1972). Toward the Development and Implementation of an Empirically Based Public School Program for Trainable Mentally Retarded and Severely Emotionally Disturbed Students, Vol II. Madison: MMSD.
Brown, L., Vandeventer, P., Johnson, R. & Sontag, E. (1974). Teaching Adolescent Trainable Level Retarded Students to Read a Restaurant Menu. School Applications of Learning Theory, 6(3), 1 – 14.
Brown, L., Vandeventer, P., Perlmutter, L. (1972). Effects of Consequences on Production Rates of Trainable Retarded and Severely Emotionally Disturbed Students in a Public School Workshop. Education and Training of the Mentally Retarded, 7(2), 74 – 81.
Brown, L., Williams, W. & Crowner, T. (1974). A Collection ff Papers and Programs Related to Public School Services for Severely Handicapped Students, Vol IV. Madison: MMSD.
Brown, L. & York, R. (1974). Developing Programs for Severely Handicapped Students: Teacher Training and Classroom Instruction. Focus on Exceptional Children, 6(2), 1 -11.
Republished: (1975). E. Meyen, G. Vergason & R. Whelan (Eds). Alternatives For Teaching Exceptional Children, (236 – 254). Denver: Love Publishing.
Gadberry, E., Brown, L., Shores, R. & York, R. (1974). Use of a Stimulus Fading Procedure to Teach Retarded/ Emotionally Disturbed Students to Discriminate Mathematical Operations. School Applications Of Learning Theory, 6(4), 1 – 19.
Johnson, G. & Brown, L. (1974). The Use of “Whole Word Procedures” to Develop Basic Components of Selected Chart Story Reading Skills in Severely Handicapped Young Students. L. Brown, W. Williams & T. Crowner (Eds). A Collection of Papers and Programs Related to Public School Services for Severely Handicapped Students, Vol IV. Madison: MMSD.
Scheuerman, N., Cartwright, S., York, B., Lowry, P. & Brown, L. (1974). Teaching Young Severely Handicapped Students to Follow Verbal Directions. Journal of Special Education, 8(3), 223 – 236.
Williams, W., Brown, L. & Certo, N. (1975). Basic Components of Instructional Programs. Theory Into Practice, 14(2), (23 -136).
Republished:(1975). Educating the 24 Hour Retarded Child, (164 – 187). Arlington, Texas: National Association for Retarded Citizens.
Republished: (1976). R. Anderson & J. Greer (Eds). Educating the Severely and Profoundly Retarded, (55 – 74). Baltimore: University Park Press.