COLLABORATIVE SKILL INSTRUCTION FOR PROMOTING POSITIVE INTERACTIONS BETWEEN MENTALLY HANDICAPPED AND NONHANDICAPPED CHILDREN
Guardat en:
PUTNAM, J.W., ET AL., COLLABORATIVE SKILL INSTRUCTION FOR PROMOTING POSITIVE INTERACTIONS BETWEEN MENTALLY HANDICAPPED AND NONHANDICAPPED CHILDREN. EXCEPTIONAL CHILDREN, Vol. 55, no. 6 (1989), p. 550-557.
Ref.
15302
Localització:
SIIS R.120
Palabras clave:
Discapacidad, Discapacidad intelectual, Método educativo, Socialización
Discapacidad, Discapacidad intelectual, Método educativo, Socialización
Ítems similars: COLLABORATIVE SKILL INSTRUCTION FOR PROMOTING POSITIVE INTERACTIONS BETWEEN MENTALLY HANDICAPPED AND NONHANDICAPPED CHILDREN
- ACQUIRING SOCIAL SKILLS THROUGH COOPERATIVE LEARNING AND TEACHER-DIRECTED INSTRUCTION
- EFFECTS OF SOCIAL SKILLS TRAINING AND CONTINGENCY MANAGEMENT ON RECIPROCAL INTERACTION OF PRESCHOOL CHILDREN WITH BEHAVIORAL HANDICAPS
- INTERACTION AND PERFORMANCE WITHIN COOPERATIVE GROUPS: EFFECTS ON NONHANDICAPPED STUDENTS' ATTITUDES TOWARD THEIR MILDLY MENTALLY RETARDED PEERS
- AUGMENTING COMMUNICATIVE INTERACTION BETWEEN HANDICAPPED AND NONHANDICAPPED PRESCHOOL CHILDREN
- LEISURE INSTRUCTION OUTCOMES: CRITERION PERFORMANCE, POSITIVE INTERACTIONS, AND ACCEPTANCE BY TYPICAL HIGH SCHOOL PEERS
- SOCIAL SKILLS TRAINING FOR HANDICAPPED STUDENTS