SELF-RECORDING IN A CLASSROOM FOR STUDENTS WITH MILD TO MODERATE MENTAL HANDICAPS: EFFECTS ON PROFUCTIVITY AND ON-TASK BEHAVIOR.

I tiakina i:

MCCARL, J.J., ET AL., SELF-RECORDING IN A CLASSROOM FOR STUDENTS WITH MILD TO MODERATE MENTAL HANDICAPS: EFFECTS ON PROFUCTIVITY AND ON-TASK BEHAVIOR. EDUCATION AND TRAINING IN MENTAL RETARDATION, Vol. 26, no. 1 (1991), p. 79-88.

Ref. 21608

Tauwāhi: SIIS R.404 Depósito (31)

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Palabras clave:
Aprendizaje, Aptitudes, Atención, Discapacidad, Discapacidad intelectual, Discapacidad media, Educación primaria, Estudio descriptivo, Infancia, Método educativo, Modificación de conducta, Resultados

SELF-RECORDING IN A CLASSROOM FOR STUDENTS WITH MILD TO MODERATE MENTAL HANDICAPS: EFFECTS ON PROFUCTIVITY AND ON-TASK BEHAVIOR.

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