PROSOCIAL BEHAVIORS OF HANDICAPPED AND TYPICAL PEERS IN AN INTEGRATED PRESCHOOL
Gespeichert in:
HONIG, A.S., MCCARRON, P.A., PROSOCIAL BEHAVIORS OF HANDICAPPED AND TYPICAL PEERS IN AN INTEGRATED PRESCHOOL. EARLY CHILD DEVELOPMENT AND CARE, Vol. 33, no. 1-4 (1988), p. 113-125.
Ref.
5577
Standort:
SIIS R.557 Depósito (55)
Palabras clave:
Autismo, Conducta, Desarrollo cognitivo, Discapacidad, Discapacidad del lenguaje, Discapacidad intelectual, Educación infantil, Inclusión educativa, Trastornos del espectro autista
Autismo, Conducta, Desarrollo cognitivo, Discapacidad, Discapacidad del lenguaje, Discapacidad intelectual, Educación infantil, Inclusión educativa, Trastornos del espectro autista
Ähnliche Einträge: PROSOCIAL BEHAVIORS OF HANDICAPPED AND TYPICAL PEERS IN AN INTEGRATED PRESCHOOL
- CHANGES IN LANGUAGE DEVELOPMENT AMONG AUTISTIC AND PEER CHILDREN IN SEGREGATED AND INTEGRATED PRESCHOOL SETTINGS
- THE STABILITY OF COGNITIVE AND BEHAVIORAL PARAMETERS IN AUTISM: A TWELVE-YEAR PROSPECTIVE STUDY
- PARENT-MANAGED BEHAVIORAL TREATMENT FOR PRESCHOOL CHILDREN WITH AUTISM: SOME CHARACTERISTICS OF UK PROGRAMS.
- PEER-MEDIATED INTERVENTION: ATTENDING TO, COMMENTING ON, AND ACKNOWLEDGING THE BEHAVIOR OF PRESCHOOLERS WITH AUTISM
- FEEDING AND EATING BEHAVIORS IN CHILDREN WITH AUTISM AND TYPICALLY DEVELOPING CHILDREN
- SETTING GENERALITY OF PEER MODELING IN CHILDREN WITH AUTISM