FADING TEACHER PROMPTS FROM PEER-INITIATION INTERVENTIONS FOR YOUNG CHILDREN WITH DISABILITIES
I tiakina i:
ODOM, S.L., ET AL., FADING TEACHER PROMPTS FROM PEER-INITIATION INTERVENTIONS FOR YOUNG CHILDREN WITH DISABILITIES. JOURNAL OF APPLIED BEHAVIOR ANALYSIS, Vol. 25, no. 2 (1992), p. 307-317.
Ref.
27236
Tauwāhi:
SIIS R.946
Palabras clave:
Compañeros, Discapacidad, Educación infantil, Experimentación, Inclusión educativa, Infancia, Interacción social, Método educativo, Resultados, Tutor educativo
Compañeros, Discapacidad, Educación infantil, Experimentación, Inclusión educativa, Infancia, Interacción social, Método educativo, Resultados, Tutor educativo
Ngā tūemi rite: FADING TEACHER PROMPTS FROM PEER-INITIATION INTERVENTIONS FOR YOUNG CHILDREN WITH DISABILITIES
- REDUCING TEACHER PROMPTS IN PEER-MEDIATED INTERVENTIONS FOR YOUNG CHILDREN WITH AUTISM.
- A PEER-MEDIATED SOCIAL NETWORK INTERVENTION TO ENHANCE THE SOCIAL INTEGRATION OF PERSONS WITH MODERATE AND SEVERE DISABILITIES
- PEER-MEDIATED INTERVENTION: ATTENDING TO, COMMENTING ON, AND ACKNOWLEDGING THE BEHAVIOR OF PRESCHOOLERS WITH AUTISM
- MAKING FRIENDS. USING RECREATION ACTIVITIES TO PROMOTE FRIENDSHIP BETWEEN CHILDREN WITH AND WITHOUT DISABILITIES
- INCREASING GENERALIZED SOCIAL INTERACTIONS IN PSYCHOTIC AND MENTALLY RETARDED RESIDENTS THROUGH PEER-MEDIATED THERAPY
- PEER EDUCATION PARTNERS