ACCEPTING SPECIFIC VERSUS FUNCTIONAL STUDENT RESPONSES WHEN TRAINING CHAINED TASKS
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| Формат: | Journal Article |
| Мова: | Англійська |
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Схожі ресурси: ACCEPTING SPECIFIC VERSUS FUNCTIONAL STUDENT RESPONSES WHEN TRAINING CHAINED TASKS
- USING A PICTURE TASK ANALYSIS TO TEACH STUDENTS WITH MULTIPLE DISABILITIES
- USING SIMULTANEOUS PROMPTING TO TEACH A CHAINED VOCATIONAL TASK TO YOUNG ADULTS WITH SEVERE INTELECTUAL DISABILITIES
- PEER INTERACTIONS AND SOCIAL ACCEPTANCE OF ELEMENTARY-AGE CHILDREN WITH SEVERE DISABILITIES IN AN INCLUSIVE SCHOOL
- THE EFFECTS OF TASK DESIGN REMEDIATION AND RESPONSE EFFICIENCY ON WORK PRODUCTIVITY IN ADULTS WITH MODERATE AND SEVERE MENTAL RETARDATION
- PEER ACCEPTANCE OF INCLUDED STUDENTS WITH DISABILITIES AS A FUNCTION OF SEVERITY OF DISABILITY AND CLASSROOM COMPOSITION
- THE TASK DEMONSTRATION MODEL: A CONCURRENT MODEL FOR TEACHING GROUPS OF STUDENTS WITH SEVERE DISABILITIES