TEACHING CHILDREN WITH AUTISM USING CONDITIONED CUE-VALUE AND RESPONSE-MARKING PROCEDURES: A SOCIALLY VALID PROCEDURE
Tallennettuna:
GRINDLE, C.F., ET AL., TEACHING CHILDREN WITH AUTISM USING CONDITIONED CUE-VALUE AND RESPONSE-MARKING PROCEDURES: A SOCIALLY VALID PROCEDURE. Research in Developmental Disabilities, Vol. 25, no. 5 (2004), p. 413-429.
Ref.
130068
Sijainti:
SIIS R.775 Archivo
Palabras clave:
Autismo, Discapacidad intelectual, Educación especial, Estudio comparativo, Feedback, Infancia, Método Cued Speech, Programas, Resultados, Trastornos del espectro autista, Reino Unido
Autismo, Discapacidad intelectual, Educación especial, Estudio comparativo, Feedback, Infancia, Método Cued Speech, Programas, Resultados, Trastornos del espectro autista, Reino Unido
Samankaltaisia teoksia: TEACHING CHILDREN WITH AUTISM USING CONDITIONED CUE-VALUE AND RESPONSE-MARKING PROCEDURES: A SOCIALLY VALID PROCEDURE
- LA PALABRA COMPLEMENTADA
- THE ROLE OF CUED SPEECH IN THE DEVELOPMENT OF SPANISH PREPOSITIONS
- LA PALABRA COMPLEMENTADA
- PHONOLOGICAL SIMILARITY EFFECTS IN MEMORY FOR SERIAL ORDER OF CUED SPEECH
- THE ROLE OF PHONOLOGY AND PHONOLOGICALLY RELATED SKILLS IN READING INSTRUCTION FOR STUDENTS WHO ARE DEAF OR HARD OF HEARING
- PREVALENCE AND PREDICTORS OF SUBSTANCE USE: A COMPARISON BETWEEN ADOLESCENTS WITH AND WITHOUT LEARNING DISABILITIES