Martínez, R.S., & Nellis, L. (in press). Promoting academic competence: Response to Intervention. In B. Doll & J. Cummings (Eds.). Population-based Services of School Psychologists.
Martínez, R. S. & Carspecken, P. (in press). Effectiveness of children’s literature and discussion to promote the social acceptance of peers with disabilities in a sample of Latino elementary children. The Journal of Applied School Psychology.
Hopf, A., & Martínez, R. S. (2006). Implementation of Instructional Level Assessment (ILA) within a Response to Intervention (RTI) model of service delivery. The School Psychologist, 60 (2), 75-78. PDF
Martínez, R. S. (2006). Social support in inclusive middle schools: Perceptions of youth with learning disabilities. Psychology in the Schools, 43 (2), 2-13.PDF
Martínez, R. S., Nellis, L. M., & Prendergast, K. (2006, September 18). Closing the Achievement Gap Series, Part II: Response to Intervention (RTI) – Basic Elements, Practical Applications, and Policy Recommendations.
Martínez, R. S., & Humphreys, L. (2006). Providing reasonable academic accommodations for secondary students with documented disabilities. Principal Leadership. PDF
Martínez, R. S., & Dick, A. C. (2005). Inclusion of children with disabilities in regular classroom settings. In Salkind, Neil J. (2005) (Ed.). Encyclopedia of Human Development.
Martínez, R. S. (2004). General education teachers’ attitudes toward inclusion: Implications for school psychologists. Communiqué, 33 (2), 16-18. Word
Martínez, R. S. (2004). Psychosocial problems and learning disability type: A fruitful area for future research in school psychology. The School Psychologist, 58 (2), 62-64.
Martínez, R. S., & Semrud-Clikeman, M. (2004). Psychosocial functioning of young adolescents with multiple versus single learning disabilities. Journal of Learning Disabilities, 37 (5), 411-420. PDF
Martínez, R. S. (2003). Impact of a graduate class on attitudes toward inclusion, perceived teaching efficacy, and knowledge about adapting instruction for children with disabilities in inclusive settings. Teacher Development, 7 (3), 395-416. PDF
