FACILITATING SELF-INITIATED PROTO-DECLARATIVES AND PROTO-IMPERATIVES IN PRELINGUISTIC CHILDREN WITH DEVELOPMENTAL DISABILITIES
Guardat en:
YODER, P.J., WARREN, S.F., FACILITATING SELF-INITIATED PROTO-DECLARATIVES AND PROTO-IMPERATIVES IN PRELINGUISTIC CHILDREN WITH DEVELOPMENTAL DISABILITIES. JOURNAL OF EARLY INTERVENTION, Vol. 22, no. 4 (1999), p. 337-354.
Ref.
80723
Localització:
SIIS R.1320
Palabras clave:
Aprendizaje, Discapacidad intelectual, Infancia, Lectura y escritura, Lenguaje, Método educativo
Aprendizaje, Discapacidad intelectual, Infancia, Lectura y escritura, Lenguaje, Método educativo
Ítems similars: FACILITATING SELF-INITIATED PROTO-DECLARATIVES AND PROTO-IMPERATIVES IN PRELINGUISTIC CHILDREN WITH DEVELOPMENTAL DISABILITIES
- LONGITUDINAL ASSESSMENT OF STEREOTYPIC, PROTO-INJURIOUS, AND SELF-INJURIOUS BEHAVIOR EXBIBITED BY YOUNG CHILDREN WITH DEVELOPMENTAL DELAYS
- LOCUS OF CONTROL, COPING AND PROTO PREVENTION IN CHILD AND FAMILY CARE
- LANGUAGE DEVELOPMENT IN DOWN SYNDROME: FROM THE PRELINGUISTIC PERIOD TO THE ACQUISITION OF LITERACY
- FACILITATING PRELINGUISTIC COMMUNICATION SKILLS IN YOUNG CHILDREN WITH DEVELOPMENTAL DELAY
- TEACHER-IMPLEMENTED PRELINGUISTIC COMMUNICATION INTERVENTION
- EFFECTS OF ACTIVE STUDENTS RESPONSE DURING ERROR CORRECTION ON THE ACQUISITION, MAINTENANCE, AND GENERALIZATION OF SIGHT WORDS BY STUDENTS WITH DEVELOPMENTAL DISABILITIES