TEACHING PRESCHOOL AGE AUTISTIC CHILDREN TO MAKE SPONTANEOUS INITIATIONS TO PEERS USING PRIMING
保存先:
ZANOLLI, K., ET AL., TEACHING PRESCHOOL AGE AUTISTIC CHILDREN TO MAKE SPONTANEOUS INITIATIONS TO PEERS USING PRIMING. JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, Vol. 26, no. 4 (1996), p. 407-422.
Ref.
52326
配架場所:
SIIS R.237
Palabras clave:
Autismo, Discapacidad, Discapacidad del lenguaje, Discapacidad intelectual, Educación infantil, Infancia, Interacción social, Sociabilidad, Trastornos del espectro autista
Autismo, Discapacidad, Discapacidad del lenguaje, Discapacidad intelectual, Educación infantil, Infancia, Interacción social, Sociabilidad, Trastornos del espectro autista
類似資料: TEACHING PRESCHOOL AGE AUTISTIC CHILDREN TO MAKE SPONTANEOUS INITIATIONS TO PEERS USING PRIMING
- TEACHING SPONTANEOUS COMMUNICATION TO AUTISTIC AND DEVELOPMENTALLY HANDICAPPED CHILDREN
- CHANGES IN LANGUAGE DEVELOPMENT AMONG AUTISTIC AND PEER CHILDREN IN SEGREGATED AND INTEGRATED PRESCHOOL SETTINGS
- CLUSTER ANALYTIC IDENTIFICATION OF AUTISTIC PRESCHOOLERS
- SPONTANEOUS NARRATIVE-DISCOURSE PERFORMANCE OF PARENTS OF AUTISTIC INDIVIDUALS
- NATURALISTIC OBSERVATIONS OF SPONTANEOUS COMMUNICATION IN AUTISTIC CHILDREN
- PEER IMITATION: INCREASING SOCIAL INTERACTIONS IN CHILDREN WITH AUTISM AND OTHER DEVELOPMENTAL DISABILITIES IN INCLUSIVE PRESCHOOL CLASSROOMS