SOCIAL INTERACTION SKILLS FOR CHILDREN WITH AUTISM: A SCRIPT-FADING PROCEDURE FOR BEGINNING READERS
I tiakina i:
KRANTZ, P.J., MCCLANNAHAN, L.E., SOCIAL INTERACTION SKILLS FOR CHILDREN WITH AUTISM: A SCRIPT-FADING PROCEDURE FOR BEGINNING READERS. JOURNAL OF APPLIED BEHAVIOR ANALYSIS, Vol. 31, no. 2 (1998), p. 191-202.
Ref.
70455
Tauwāhi:
SIIS R.946
Palabras clave:
Aprendizaje lectura y escritura, Autismo, Comunicación, Discapacidad del lenguaje, Discapacidad intelectual, Método educativo, Socialización, Trastornos del espectro autista
Aprendizaje lectura y escritura, Autismo, Comunicación, Discapacidad del lenguaje, Discapacidad intelectual, Método educativo, Socialización, Trastornos del espectro autista
Ngā tūemi rite: SOCIAL INTERACTION SKILLS FOR CHILDREN WITH AUTISM: A SCRIPT-FADING PROCEDURE FOR BEGINNING READERS
- SOCIAL SCRIPTS FOR CONVERSATIONAL INTERACTIONS IN AUTISM AND DOWN SYNDROME
- THE EFFECTS OF SOCIAL INTERACTIVE TRAINING ON EARLY SOCIAL COMMUNICATIVE SKILLS OF CHILDREN WITH AUTISM
- USING AN INTEGRATED LITERACY CURRICULUM WITH BEGINNING READERS
- USING AN INTEGRATED LITERACY CURRICULUM WITH BEGINNING BRAILLE READERS
- TWO AUTISTIC SAVANT READERS
- CLASSWIDE PEER TUTORING: AN INTEGRATION STRATEGY TO IMPROVE READING SKILLS AND PROMOTE PEER INTERACTIONS AMONG STUDENTS WITH AUTISM AND GENERAL EDUCATION PEERS