Fulero, S. M. & Everington, C. (2004). Mental retardation, competency to waive Miranda rights and false confessions. In G. D. Lassiter (Ed.) Interrogations, confessions, and entrapment. (pp. 163-180). New York: Kluwer.

Fulero, S. M. & Everington, C. (2004). Assessing the capacity of persons with mental retardation to waive Miranda rights: A jurisprudent psychology perspective. Law and Contemporary Problems, 28, 53-69.

Feinstein, C., Everington, C., Keyes, D., & Derning, T. (2002). Equal justice for people with mental retardation: Individuals with mental retardation and the criminal justice system: A training guide for psychologists. Temple University, Philadelphia: Institute on Disabilities.

Hamill, L. & Everington, C. (2002). Teaching students with moderate to severe disabilities: An applied approach for inclusive environments.  Upper Saddle River, NJ: Prentice-Hall.

Poetter, T.S., Everington, C., & Jetty, R. (2001). Curriculum deliberation in action: Preparing school leaders for inclusion. Journal of Curriculum and Supervision, (16)2, 162-182.

Everington, C., DeBerge, K., & Mauer, D. (2000). The relationship between language skills and competence to stand trail abilities in persons with mental retardation. The Journal of Psychiatry & Law, 28(Winter), 475-492.

Everington, C. & Fulero, S. (1999). Competence to confess: Measuring understanding and suggestibility in defendants with mental retardation. Mental Retardation, 37, 212-220.

Stevens, B., Everington, C. & Kozar-Kocsis, S. (1999). Inclusion: What teachers are doing to accommodate for special needs students. The Electronic Journal of Inclusive Education, 1(3).

Everington, C. & Keyes, D.W. (1999). Diagnosing mental retardation in criminal proceedings: the Critical importance of documenting adaptive behavior. The Forensic Examiner, (July/Aug.), 31-34.

Everington, C. & Stevens, B. (1999). Teachers attitudes, felt competence, and need for support for implementing inclusive education programs, Psychological Reports, 85, 331-338.

Everington, C., Hamill, L.B., & Lubic, B. (1996). Restructuring teacher preparation programs for inclusion: The Change process for one university. Contemporary Education, 68(1), 52-56.

Everington, C. & Dunn, C. (1995). A second validation study of the competence assessment for standing trail for defendants with mental retardation (CAST-MR). Criminal Justice and Behavior, (22)1, 44-59.

Fulero, S. M., & Everington, C. (1995). Assessing competency to waive Miranda rights in defendants with mental retardation. Law and Human Behavior, (19)5, 533-543.

Everington, C. & Stevenson, T. (1994, Spring). A giving experience: Using community service to promote community living skills and integration for individuals with severe disabilities. Teaching Exceptional Children, 56-59.

Bergen, D. & Everington, C. (1994). Adapting assessment methods for persons with severe disabilities and environmental/emotional abuse. In D. Bergen, Assessment methods for infants and toddlers: Transdisciplinary team perspectives. (pp. 216-234). New York: Teacher's College Press.

Everington, C. & Luckasson, R. (1992). The competence assessment for standing trial for defendants with mental retardation (CAST-MR). Worthington, OH: IDS.

Everington, C.T. (1990). The competence assessment for standing trail for defendants with mental retardation (CAST-MR): A validation study. Criminal Justice and Behavior, 17(2), 147-168.

Everington, C. & Luckasson, R. (1989).  Addressing the needs of the criminal defendant with mental retardation: the Special educator as a resource to the criminal justice system. Education and Training in Mental Retardation, (Sept.), 193-200.

Everington, C. (1989). The CAST-MR: A resource for forensic evaluators and attorneys for determining competence to stand trial in criminal defendants with mental retardation. The Advocate, 11(4), 38-39.

Everington, C. (1989). Demographic variables associated with competence to stand trial referral and evaluation of criminal defendants with mental retardation. The Journal of Psychiatry and Law, 627-640.