ACCEPTING SPECIFIC VERSUS FUNCTIONAL STUDENT RESPONSES WHEN TRAINING CHAINED TASKS

Eitemau Tebyg

• USING SIMULTANEOUS PROMPTING TO TEACH A CHAINED VOCATIONAL TASK TO YOUNG ADULTS WITH SEVERE INTELECTUAL DISABILITIES
  gan: FETKO, K.S
  Cyhoeddwyd: (2000)
• USING A PICTURE TASK ANALYSIS TO TEACH STUDENTS WITH MULTIPLE DISABILITIES
  gan: ROBERSON, W.H
  Cyhoeddwyd: (1992)
• PEER INTERACTIONS AND SOCIAL ACCEPTANCE OF ELEMENTARY-AGE CHILDREN WITH SEVERE DISABILITIES IN AN INCLUSIVE SCHOOL
  gan: EVANS, I.M
  Cyhoeddwyd: (1993)
• THE EFFECTS OF TASK DESIGN REMEDIATION AND RESPONSE EFFICIENCY ON WORK PRODUCTIVITY IN ADULTS WITH MODERATE AND SEVERE MENTAL RETARDATION
  gan: BELFIORE, P.J
  Cyhoeddwyd: (1995)
• PEER ACCEPTANCE OF INCLUDED STUDENTS WITH DISABILITIES AS A FUNCTION OF SEVERITY OF DISABILITY AND CLASSROOM COMPOSITION
  gan: COOK, B.G
  Cyhoeddwyd: (1999)