NODALITY EFFECTS DURING EQUIVALENCE CLASS FORMATION: AN EXTENSION TO SIGHT-WORD READING AND CONCEPT DEVELOPMENT
Αποθηκεύτηκε σε:
KENNEDY, C.H., ET AL., NODALITY EFFECTS DURING EQUIVALENCE CLASS FORMATION: AN EXTENSION TO SIGHT-WORD READING AND CONCEPT DEVELOPMENT. JOURNAL OF APPLIED BEHAVIOR ANALYSIS, Vol. 27, no. 4 (1994), p. 673-683.
Ref.
49925
Τοποθεσία:
SIIS R.946
Palabras clave:
Discapacidad, Discapacidad media, Estimulación, Psicología, Tests
Discapacidad, Discapacidad media, Estimulación, Psicología, Tests
Παρόμοια τεκμήρια: NODALITY EFFECTS DURING EQUIVALENCE CLASS FORMATION: AN EXTENSION TO SIGHT-WORD READING AND CONCEPT DEVELOPMENT
- USE OF CHORAL AND INDIVIDUAL ATTENTIONAL RESPONSES WITH CONSTANT TIME DELAY WHEN TEACHING SIGHT WORD READING
- THE USE OF DELAY TO TEACH SIGHT WORDS BY PEER TUTORS CLASSIFIED AS MODERATELY MENTALLY RETARDED
- UTILIZING SIGHT WORDS IN SELF-INSTRUCTION TRAINING FOR EMPLOYEES WITH MODERATE MENTAL RETARDATION IN COMPETITIVE JOBS
- DIFFERENCES IN DEVELOPMENT OF VISUAL AND AUDITORY-VISUAL EQUIVALENCE RELATIONS
- Comparing teacher-directed and computer-assisted constant time delay for teaching functional sight words to students with moderate intellectual disability
- LONG-TERM STABILITY OF EQUIVALENCE RELATIONS IN THE ABSENCE OF TRAINING OR PRACTICE