A COMPARISON OF THE TASK DEMONSTRATION MODEL AND THE STANDARD PROMPTING HIERARCHY IN TEACHING WORD IDENTIFICATION TO PERSONS WITH MODERATE RETARDATION
Saved in:
KARSH, K.G., ET AL., A COMPARISON OF THE TASK DEMONSTRATION MODEL AND THE STANDARD PROMPTING HIERARCHY IN TEACHING WORD IDENTIFICATION TO PERSONS WITH MODERATE RETARDATION. Research in Developmental Disabilities, Vol. 11, no. 4 (1990), p. 395-410.
Ref.
19746
Sted:
SIIS R.775
Palabras clave:
Discapacidad, Discapacidad intelectual, Discapacidad media, Estudio comparativo, Experimentación, Lenguaje, Método educativo
Discapacidad, Discapacidad intelectual, Discapacidad media, Estudio comparativo, Experimentación, Lenguaje, Método educativo
Lignende værker: A COMPARISON OF THE TASK DEMONSTRATION MODEL AND THE STANDARD PROMPTING HIERARCHY IN TEACHING WORD IDENTIFICATION TO PERSONS WITH MODERATE RETARDATION
- A COMPARISON OF THE TASK DEMONSTRATION MODEL AND THE STANDARD PROMPTING HIERARCHY IN TEACHING WORD IDENTIFICATION TO PERSONS WITH MODERATE RETARDATION
- THE TASK DEMONSTRATION MODEL: A CONCURRENT MODEL FOR TEACHING GROUPS OF STUDENTS WITH SEVERE DISABILITIES
- A COMPARISON OF CONSTANT TIME DELAY AND MOST-TO-LEAST PROMPTING IN TEACHING LAUNDRY SKILLS TO STUDENTS WITH MODERATE RETARDATION
- THE USE OF DELAY TO TEACH SIGHT WORDS BY PEER TUTORS CLASSIFIED AS MODERATELY MENTALLY RETARDED
- COMPARISON OF CONSTANT TIME DELAY AND THE SYSTEM OF LEAST PROMPTS IN TEACHING SIGHT WORD READING TO STUDENTS WITH MODERATE RETARDATION
- TRAINING ADULTS WITH MODERATE AND SEVERE MENTAL RETARDATION IN A VOCATIONAL SKILL USING A SIMULTANEOUS PROMPTING PROCEDURE.