EFFECTS OF INSTRUCTIONAL VARIABLES ON ENGAGED BEHAVIOR OF STUDENTS WITH DISABILITIES IN GENERAL EDUCATION CLASSROOMS
Αποθηκεύτηκε σε:
LOGAN, K.R., ET AL., EFFECTS OF INSTRUCTIONAL VARIABLES ON ENGAGED BEHAVIOR OF STUDENTS WITH DISABILITIES IN GENERAL EDUCATION CLASSROOMS. EXCEPTIONAL CHILDREN, Vol. 63, no. 4 (1997), p. 481-497.
Ref.
62480
Τοποθεσία:
SIIS R.120
Palabras clave:
Conducta, Discapacidad, Discapacidad intelectual, Inclusión educativa, Método educativo, Observación, Rendimiento escolar
Conducta, Discapacidad, Discapacidad intelectual, Inclusión educativa, Método educativo, Observación, Rendimiento escolar
Παρόμοια τεκμήρια: EFFECTS OF INSTRUCTIONAL VARIABLES ON ENGAGED BEHAVIOR OF STUDENTS WITH DISABILITIES IN GENERAL EDUCATION CLASSROOMS
- THE USE OF CLASSROOM OBSERVATION AND STUDENT PROFILES FOR EFFECTIVE INSTRUCTION WITH LIMITED ABILITY ADULTS
- Teacher classroom management practices: effects on disruptive or aggressive student behavior
- A COMPARISON OF INSTRUCTIONAL CONTEXT, TEACHER BEHAVIOR, AND ENGAGED BEHAVIOR FOR STUDENTS WITH SEVERE DISABILITIES IN GENERAL EDUCATION AND SELF-CONTAINED ELEMENTARY CLASSROOMS
- COMPARING INSTRUCTIONAL CONTEXTS OF STUDENTS WITH AND WITHOUT SEVERE DISABILITIES IN GENERAL EDUCATION CLASSROOMS
- ONGOING RECIPROCAL TEACHER-STUDENT INTERACTIONS INVOLVING DISRUPTIVE BEHAVIORS IN GENERAL EDUCATION CLASSROOMS
- ABA AND ACADEMIC INSTRUCTION