COGNITIVE COVER, COPY, AND COMPARE: SUBVOCAL RESPONDING TO INCREASE RATES OF ACCURATE DIVISION RESPONDING
I tiakina i:
SKINNER, C.H., ET AL., COGNITIVE COVER, COPY, AND COMPARE: SUBVOCAL RESPONDING TO INCREASE RATES OF ACCURATE DIVISION RESPONDING. REMEDIAL AND SPECIAL EDUCATION, Vol. 14, no. 1 (1993), p. 49-56.
Ref.
29596
Tauwāhi:
SIIS R.515
Palabras clave:
Conducta, Desarrollo cognitivo, Educación especial, Educación primaria, Estudiantes, Investigación, Matemáticas, Necesidades especiales, Resultados
Conducta, Desarrollo cognitivo, Educación especial, Educación primaria, Estudiantes, Investigación, Matemáticas, Necesidades especiales, Resultados
Ngā tūemi rite: COGNITIVE COVER, COPY, AND COMPARE: SUBVOCAL RESPONDING TO INCREASE RATES OF ACCURATE DIVISION RESPONDING
- USING CHORAL RESPONDING TO INCREASE ACTIVE STUDENT RESPONSE
- RESPONDING TO INDIVIDUAL NEEDS
- LEARNING GAMES FOR ACTIVE STUDENT RESPONDING
- INCREASING THE AMOUNT AND QUALITY OF LEARNING THROUGH DIRECT INSTRUCTION: IMPLICATIONS FOR MATHEMATICS. EN: THE REGULAR EDUCATION INITIATIVE: ALTERNATIVE PERSPECTIVES ON CONCEPTS, ISSUES, AND MODELS.
- AUTOMATIZED RESPONDING AND COGNITIVE INERTIA IN INDIVIDUALS WITH MENTAL RETARDATION
- CHILDREN WITH LEARNING DIFFICULTIES:RESPONDING TO EXPECTATIONS