INDUCING ADAPTIVE COPING SELF-STATEMENTS IN CHILDREN WITH LEARNING DISABILITIES THROUGH SELF-INSTRUCTION TRAINING
Guardat en:
KAMANN, M.P., WONG, B.Y.L., INDUCING ADAPTIVE COPING SELF-STATEMENTS IN CHILDREN WITH LEARNING DISABILITIES THROUGH SELF-INSTRUCTION TRAINING. JOURNAL OF LEARNING DISABILITIES, Vol. 26, no. 9 (1993), p. 630-638.
Ref.
35829
Localització:
SIIS R.113
Palabras clave:
Adaptación personal, Autoconcepto, Autodeterminación, Autonomía personal, Enfermedades mentales, Modificación de conducta, Problemas de aprendizaje
Adaptación personal, Autoconcepto, Autodeterminación, Autonomía personal, Enfermedades mentales, Modificación de conducta, Problemas de aprendizaje
Ítems similars: INDUCING ADAPTIVE COPING SELF-STATEMENTS IN CHILDREN WITH LEARNING DISABILITIES THROUGH SELF-INSTRUCTION TRAINING
- DEPRESSION AND COGNITIVE SELF-STATEMENTS OF LEARNING DISABLED AND SERIOUSLY EMOTIONALLY DISTURBED ADOLESCENTS
- PROMOTING TRANSITION GOALS AND SELF-DETERMINATION THROUGH STUDENT SELF-DIRECTED LEARNING: THE SELF-DETERMINED LEARNING MODEL OF INSTRUCTION
- ACHIEVING TRANSITION THROUGH ADAPTABILITY INSTRUCTION
- READING COMPREHENSION INSTRUCTION: SUMMARIZATION AND SELF-MONITORING TRAINING FOR STUDENTS WITH LEARNING DISABILITIES
- THE SOCIAL ADJUSTMENT AND SELF-CONCEPT OF ADULTS WITH LEARNING DISABILITIES
- PROMOTING STRATEGY GENERALIZATION THROUGH SELF-INSTRUCTIONAL TRAINING IN STUDENTS WITH READING DISABILITIES