SELF-MONITORING OF ATTENTION VERSUS SELF-MONITORING OF ACADEMIC PERFORMANCE: EFFECTS AMONG STUDENTS WITH ADHD IN THE GENERAL EDUCATION CLASSROOM
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HARRIS, K.R., ET AL., SELF-MONITORING OF ATTENTION VERSUS SELF-MONITORING OF ACADEMIC PERFORMANCE: EFFECTS AMONG STUDENTS WITH ADHD IN THE GENERAL EDUCATION CLASSROOM. JOURNAL OF SPECIAL EDUCATION,THE, Vol. 39, no. 3 (2005), p. 145-156.
Ref.
136909
Location:
SIIS SIIS Madrid R.350 Archivo
Palabras clave:
Enfermedades mentales, Hiperactividad, Inclusión educativa, Nuevas tecnologías, Productos de apoyo, Trastornos de atención
Enfermedades mentales, Hiperactividad, Inclusión educativa, Nuevas tecnologías, Productos de apoyo, Trastornos de atención
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