REDUCING TEACHER PROMPTS IN PEER-MEDIATED INTERVENTIONS FOR YOUNG CHILDREN WITH AUTISM.
Saved in:
ODOM, S.L., WATTS, E., REDUCING TEACHER PROMPTS IN PEER-MEDIATED INTERVENTIONS FOR YOUNG CHILDREN WITH AUTISM. JOURNAL OF SPECIAL EDUCATION,THE, Vol. 25, no. 1 (1991), p. 26-43.
Ref.
21672
Sted:
SIIS R.350 Depósito (23B/27)
Palabras clave:
Autismo, Compañeros, Conducta, Discapacidad, Discapacidad del lenguaje, Discapacidad intelectual, Infancia, Método educativo, Socialización, Trastornos del espectro autista
Autismo, Compañeros, Conducta, Discapacidad, Discapacidad del lenguaje, Discapacidad intelectual, Infancia, Método educativo, Socialización, Trastornos del espectro autista
Lignende værker: REDUCING TEACHER PROMPTS IN PEER-MEDIATED INTERVENTIONS FOR YOUNG CHILDREN WITH AUTISM.
- PEER-MEDIATED INTERVENTIONS TO INCREASE THE SOCIAL INTERACTION OF CHILDREN WITH AUTISM: CONSIDERATION OF PEER EXPECTANCIES
- PEER-MEDIATED INTERVENTION: ATTENDING TO, COMMENTING ON, AND ACKNOWLEDGING THE BEHAVIOR OF PRESCHOOLERS WITH AUTISM
- ENHANCING SOCIAL SKILLS OF KINDERGARTEN CHILDREN WITH AUTISM THROUGH THE TRAINING OF MULTIPLE PEERS AS TUTORS
- USE OF PEER-MEDIATED INTERVENTIONS IN THE TREATMENT OF AUTISM DISORDERS: A SYSTEMATIC REVIEW
- A METHA-ANALYSIS OF PEER-MEDIATED INTERVENTIONS FOR YOUNG CHILDREN WITH AUTISM SPECTRUM DISORDERS
- MULTIPLE PEER USE OF PIVOTAL RESPONSE TRAINING TO INCREASE SOCIAL BEHAVIORS OF CLASSMATES WITH AUTISM: RESULTS FROM TRAINED AND UNTRAINED PEERS