PEER-MEDIATED INTERVENTION: ATTENDING TO, COMMENTING ON, AND ACKNOWLEDGING THE BEHAVIOR OF PRESCHOOLERS WITH AUTISM
Na minha lista:
GOLDSTEIN, H., ET AL., PEER-MEDIATED INTERVENTION: ATTENDING TO, COMMENTING ON, AND ACKNOWLEDGING THE BEHAVIOR OF PRESCHOOLERS WITH AUTISM. JOURNAL OF APPLIED BEHAVIOR ANALYSIS, Vol. 25, no. 2 (1992), p. 289-305.
Ref.
27235
Localização:
SIIS R.946
Palabras clave:
Autismo, Compañeros, Discapacidad, Discapacidad del lenguaje, Discapacidad intelectual, Educación infantil, Experimentación, Hábitos sociales, Inclusión educativa, Infancia, Método educativo, Resultados, Socialización, Trastornos del espectro autista, Tutor educativo
Autismo, Compañeros, Discapacidad, Discapacidad del lenguaje, Discapacidad intelectual, Educación infantil, Experimentación, Hábitos sociales, Inclusión educativa, Infancia, Método educativo, Resultados, Socialización, Trastornos del espectro autista, Tutor educativo
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- TEAHCING SOCIAL SKILLS TO STUDENTS WITH AUTISM TO INCREASE PEER INTERACTIONS IN AN INTEGRATED FIRST-GRADE CLASSROOM
- REDUCING TEACHER PROMPTS IN PEER-MEDIATED INTERVENTIONS FOR YOUNG CHILDREN WITH AUTISM.
- A PEER-MEDIATED SOCIAL NETWORK INTERVENTION TO ENHANCE THE SOCIAL INTEGRATION OF PERSONS WITH MODERATE AND SEVERE DISABILITIES
- PEER-MEDIATED INTERVENTIONS TO INCREASE THE SOCIAL INTERACTION OF CHILDREN WITH AUTISM: CONSIDERATION OF PEER EXPECTANCIES
- SOCIAL VALIDATION OF COMPONENT BEHAVIORS OF FOLLOWING INSTRUCTIONS, ACCEPTING CRITICISM, AND NEGOTIATING
- FADING TEACHER PROMPTS FROM PEER-INITIATION INTERVENTIONS FOR YOUNG CHILDREN WITH DISABILITIES