Bøker
Rutter og flere (red.) (2008).Rutter’s child and a dolescent psychiatry.Oxford: Blackwell
Kapittel 21:Charman et al. Psychological assessment in the clinical context.
Kapittel 46: van Engelan & Buitelaar. Autism spectrum disorders.
Kapittel 47: Bishop & Norbury. Speech and language disorders.
Kapittel 48: Snowling & Hulme. Reading and other specific learning difficulties.
Kapittel 49: Einfeld & Emerson. Intellectual disability.
Kapittel 59: McConachie & Carr. Mental health in children with specific sensory Impairments.
Tetzchner og flere (red.), Habilitering: Tverrfaglig arbeid for mennesker med utviklingsmessige funksjonshemninger . Oslo: Gyldendal Akademisk.
Kapittel 1: Tetzchner og flere. Funksjonshemning, habilitering og livskvalitet.
Kapittel 2: Tetzchner. Å vokse opp med funksjonshemning.
Kapittel 4: Hesselberg & Tetzchner. Planlegging av framtiden.
Kapittel 10: Schiørbeck & Stadskleiv. Utredning og tiltak ved kognitive vansker.
Kapittel 20: Holten & Karlsen. Habilitering fra foreldreperspektiv.
Kompendium
Baker, J. A. (2006). Contributions of teacher–child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44, 211–229.
Conti-Ramdsen, G. og Durkin, K. (2008).Language and independence in adolescents with and without a history of specific language impairment (SLI).Journal of Speech, Language, and Hearing Research, 51, 70– 83.
Cummins, J. (2000). Language, power and pedagogy. Bilingual children in the crossfire. Clevedon: Multilingual Matters. Chapter 2 Language interactions in the Classroom: From coercive to collaborate relations of power, s. 31-52.
Eriksen, N. (2006) Et nytt program for forebygging av atferdsproblemer i skolen.Tidsskrift for Norsk Psykologforening, 43, 451-460.
Kratochwill et al. (2008). Evidence-based practices and interventions in school psychology. I: T. B. Gutkin & C. R. Reynolds (2008). The handbook of school psychology, 4th edition. London: Wiley.
McInerney, D. M. (2005). Educational psychology–Theory, research and teaching: A 25-year retrospective. Educationbal Psychology, 25, 585- 599.
Moafi, H. (2007). Norske skoler blir flerkulturelle–tall fra SSB.Skolepsykologi, 42,9-13.
O’Connor, U., McConkey, R. og Hartop, B. (2005). Parental views on the statuory assessment and educational planning for children with special educatuion needs. European Journal of Special Needs Education, 20,251–269.
Olweus, D. (1996).Mobbing blant skolebarn.I I. M. Helgeland (red.), Forebyggende arbeid i skolen–en pedagogisk utfordring (s. 87-100).Oslo: Kommuneforlaget.
Rubie-Davis, C. M. (2006).Teacher expectations and student self-perceptions: Exploring relationships. Psychology in the Schools, 43,537-552.
Urdan, T. & Schoenfelder, E. (2006).Classroom effect on student motivation: Goal structure, social relationships and competence beliefs. Journal of School Psychology, 44, 331–349.
Fraiberg, S. (1979). Blind infants and their mothers. I: M. Bullowa (red.), Before speech (s. 149-169). Cambridge: Cambridge University Press.
Gregory, S., Knight, P., McCracken, W., Powers, S. & Watson, L. (Red.) (1998). Issues in deaf education. London: David Fulton (Del 1, s. 3-27; Del 2, s 49-68).
Grønlie, S.M. (2005). Uten hørsel? En bok om hørselshemning. Bergen: Fagbokforlaget (kapittel 1, s. 11-19; kapittel 5, s. 63-72).
Martinsen, H., Nærland, T., Steindal, K, og Tetzchner, S. von (2006). Barn og ungdommer med Asperger-syndrom: Prinsipper for undervisning og tilrettelegging.Oslo: Gyldendal Akademisk. Kapittel 2: s. 65-86; Kapittel 10 s. 307-322.
Olsson, B. & Rett, A. (1987). Autism and Rett syndrome: Behavioural investigations and differential diagnosis.Developmental Medicine and Child Neurology, 29, 429–441.
Tetzchner, S. von (1995). Kommunikasjon for jenter og kvinner med Rett-syndrom. CP-Bladet, 41(3), 37–42.
Tetzchner og Martinsen (2002). Innføring i alternativ og supplerende kommunikasjon. Oslo:Gyldendal Akademisk. Kapittel 1: Alternativ og supplerende kommunikasjon. 25 sider.
Tilly, W. D., III. (2008). The evolution of school psychology to science-based practice: Problemsolving and the three-tiered model. I: A. Thomas & J. Grimes (Eds.),Best practices in school psychology V (s. 17–36). Bethesda, MD: National Association of School Psychologists.
Volkmar, F.R., State, M. og Klin, A. (2009). Autism and autism spectrum disorders: Diagnostic issues for the coming decade. Journal of Child Psychology and Psychiatry, 50,108–115