DIFFERENTIAL VALIDITY OF THE K-ABC FOR LOWER FUNCTIONING PRESCHOOL CHILDREN VERSUS THOSE OF HIGHER ABILITY
সংরক্ষণ করুন:
BLOOM, A.S., ET AL., DIFFERENTIAL VALIDITY OF THE K-ABC FOR LOWER FUNCTIONING PRESCHOOL CHILDREN VERSUS THOSE OF HIGHER ABILITY. AMERICAN JOURNAL ON MENTAL RETARDATION, Vol. 93, no. 3 (1988), p. 273-277.
Ref.
8803
অবস্থান:
SIIS R.100 Depósito (3)
Palabras clave:
Alto riesgo, Aprendizaje, Aptitudes, Evaluación, Infancia, Problemas de aprendizaje, Psicología
Alto riesgo, Aprendizaje, Aptitudes, Evaluación, Infancia, Problemas de aprendizaje, Psicología
অনুরূপ উপাদানগুলি: DIFFERENTIAL VALIDITY OF THE K-ABC FOR LOWER FUNCTIONING PRESCHOOL CHILDREN VERSUS THOSE OF HIGHER ABILITY
- EXTERNAL VALIDITY OF THE PROFILE VARIABILITY INDEX FOR THE K-ABC, STANFORD-BINET, AND WISC-R: ANOTHER CUL-DE-SAC
- RELATIONSHIP BETWEEN THE K-ABC AND WISC-R FOR STUDENTS REFERRED FOR SEVERELEARNING DISABILITIES
- K-ABC / WISC-R FACTOR ANALYSIS FOR A LEARNING DISABLED POPULATION
- THE EFFECTS OF K-ABC-BASED REMEDIAL TEACHING STRATEGIES ON WORD RECOGNITION SKILLS
- EDUCATIONAL ASSESSMENT OF MATHEMATICS SKILLS AND ABILITIES
- MATERNAL SPEECH TO VERBAL AND HIGHER FUNCTIONING VERSUS NONVERBAL AND LOWER FUNCTIONING AUTISTIC CHILDREN