TEACHING CHOICE MAKING DURING SOCIAL INTERACTIONS TO STUDENTS WITH PROFOUND MULTIPLE DISABILITIES
Saved in:
KENNEDY, C.H., HARING, T.G., TEACHING CHOICE MAKING DURING SOCIAL INTERACTIONS TO STUDENTS WITH PROFOUND MULTIPLE DISABILITIES. JOURNAL OF APPLIED BEHAVIOR ANALYSIS, Vol. 26, no. 1 (1993), p. 63-76.
Ref.
31732
Location:
SIIS R.946
Palabras clave:
Comunicación no verbal, Discapacidad, Discapacidad múltiple, Discapacidad profunda, Interacción social, Investigación, Psicología social
Comunicación no verbal, Discapacidad, Discapacidad múltiple, Discapacidad profunda, Interacción social, Investigación, Psicología social
Similar Items: TEACHING CHOICE MAKING DURING SOCIAL INTERACTIONS TO STUDENTS WITH PROFOUND MULTIPLE DISABILITIES
- FROM THE INSIDE LOOKING OUT -AN INTENSIVE INTERACTION GROUP FOR PEOPLE WITH PROFOUND AND MULTIPLE LEARNING DISABILITES
- DEVELOPING PRIMITIVE SIGNALLING BEHAVIOR OF STUDENTS WITH PROFOUND MENTAL RETARDATION
- EFFECTS OF A VOICE OUTPUT COMMUNICATION AID ON INTERACTIONS BETWEEN SUPPORT PERSONNEL AND AN INDIVIDUAL WITH MULTIPLE DISABILITIES
- BRIDGING THE COMMUNICATION GAP (FOR PUPILS WITH PROFOUND AND MULTIPLE LEARNING DIFFICULTIES)
- APARATUS DESIGNED BY STUDENTS FOR CHILDREN AND ADULTS WITH PROFOUND AND MULTIPLE HANDICAPS
- FOCUS ON INTERACTION: THE USE OF AN INDIVIDUALIZED SUPPORT PROGRAM FOR PERSONS WITH PROFOUND INTELLECTUAL AND MULTIPLE DISABILITIES