TEACHING SELF-INSTRUCTION UTILIZING MULTIPLE EXEMPLARS TO PRODUCE GENERALIZED PROBLEM-SOLVING AMONG INDIVIDUALS WITH SEVERE MENTAL RETARDATION
Guardat en:
HUGHES, C., TEACHING SELF-INSTRUCTION UTILIZING MULTIPLE EXEMPLARS TO PRODUCE GENERALIZED PROBLEM-SOLVING AMONG INDIVIDUALS WITH SEVERE MENTAL RETARDATION. AMERICAN JOURNAL ON MENTAL RETARDATION, Vol. 97, no. 3 (1992), p. 302-314.
Ref.
29846
Localització:
SIIS R.100 Depósito (3)
Palabras clave:
Actividades de la vida diaria, Desarrollo cognitivo, Discapacidad, Discapacidad intelectual, Discapacidad severa, Estudio descriptivo, Método educativo, Resultados, Vivienda asistida
Actividades de la vida diaria, Desarrollo cognitivo, Discapacidad, Discapacidad intelectual, Discapacidad severa, Estudio descriptivo, Método educativo, Resultados, Vivienda asistida
Ítems similars: TEACHING SELF-INSTRUCTION UTILIZING MULTIPLE EXEMPLARS TO PRODUCE GENERALIZED PROBLEM-SOLVING AMONG INDIVIDUALS WITH SEVERE MENTAL RETARDATION
- USING SELF-INSTRUCTION TO TEACH VOCATIONAL SKILLS TOINDIVIDUALS WHO ARE SEVERELY RETARDED
- SELF-INSTRUCTIONAL INTERVENTION FOR TEACHING GENERALIZED PROBLEM-SOLVING WITHIN A FUNCTIONAL TASK SEQUENCE
- TEACHING CHILDREN WITH AUTISM TO ANSWER NOVEL WH-QUESTIONS BY UTILIZING A MULTIPLE EXEMPLAR STRATEGY
- USING A SELF-INSTRUCTIONAL TRAINING PACKAGE TO TEACH COMPLEX PROBLEM-SOLVING SKILLS TO ADULTS WITH MODERATE AND SEVERE DISABILITIES
- THE EFFECTS OF MULTIPLE-EXEMPLAR SELF-INSTRUCTIONAL TRAINING ON HIGH SCHOOL STUDENTS' GENERALIZED CONVERSATIONAL INTERACTIONS
- EFFECTIVENESS OF DELAYED FEEDBACK ON THE ACCURACY OF TEACHING COMMUNICATIVE GESTURES TO INDIVIDUALS WITH SEVERE MENTAL RETARDATION