ACCEPTING SPECIFIC VERSUS FUNCTIONAL STUDENT RESPONSES WHEN TRAINING CHAINED TASKS
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WRIGHT, C.W., SCHUSTER, J.W., ACCEPTING SPECIFIC VERSUS FUNCTIONAL STUDENT RESPONSES WHEN TRAINING CHAINED TASKS. EDUCATION AND TRAINING IN MENTAL RETARDATION, Vol. 29, no. 1 (1994), p. 43-56.
Ref.
37680
Location:
SIIS SIIS Madrid R.404
Palabras clave:
Actividades de la vida diaria, Discapacidad, Discapacidad intelectual, Discapacidad media, Discapacidad severa, Estudiantes, Investigación, Método educativo, Resultados
Actividades de la vida diaria, Discapacidad, Discapacidad intelectual, Discapacidad media, Discapacidad severa, Estudiantes, Investigación, Método educativo, Resultados
Similar Items: ACCEPTING SPECIFIC VERSUS FUNCTIONAL STUDENT RESPONSES WHEN TRAINING CHAINED TASKS
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- USING A PICTURE TASK ANALYSIS TO TEACH STUDENTS WITH MULTIPLE DISABILITIES
- PEER INTERACTIONS AND SOCIAL ACCEPTANCE OF ELEMENTARY-AGE CHILDREN WITH SEVERE DISABILITIES IN AN INCLUSIVE SCHOOL
- THE EFFECTS OF TASK DESIGN REMEDIATION AND RESPONSE EFFICIENCY ON WORK PRODUCTIVITY IN ADULTS WITH MODERATE AND SEVERE MENTAL RETARDATION
- PEER ACCEPTANCE OF INCLUDED STUDENTS WITH DISABILITIES AS A FUNCTION OF SEVERITY OF DISABILITY AND CLASSROOM COMPOSITION
- THE TASK DEMONSTRATION MODEL: A CONCURRENT MODEL FOR TEACHING GROUPS OF STUDENTS WITH SEVERE DISABILITIES