SELF-INSTRUCTIONAL INTERVENTION FOR TEACHING GENERALIZED PROBLEM-SOLVING WITHIN A FUNCTIONAL TASK SEQUENCE
שמור ב:
HUGHES, C., HUGO, K., SELF-INSTRUCTIONAL INTERVENTION FOR TEACHING GENERALIZED PROBLEM-SOLVING WITHIN A FUNCTIONAL TASK SEQUENCE. AMERICAN JOURNAL ON MENTAL RETARDATION, Vol. 100, no. 6 (1996), p. 565-579.
Ref.
51397
מקום:
SIIS R.100
Palabras clave:
Actividades de la vida diaria, Autonomía personal, Discapacidad, Discapacidad intelectual, Entrenamiento, Método educativo
Actividades de la vida diaria, Autonomía personal, Discapacidad, Discapacidad intelectual, Entrenamiento, Método educativo
פריטים דומים: SELF-INSTRUCTIONAL INTERVENTION FOR TEACHING GENERALIZED PROBLEM-SOLVING WITHIN A FUNCTIONAL TASK SEQUENCE
- THE EFFECTS OF SELF-INSTRUCTIONAL TRAINING ON JOB-TASK SEQUENCING: SUGGESTING A PROBLEM-SOLVING STRATEGY
- USING A SELF-INSTRUCTIONAL TRAINING PACKAGE TO TEACH COMPLEX PROBLEM-SOLVING SKILLS TO ADULTS WITH MODERATE AND SEVERE DISABILITIES
- TEACHING SELF-INSTRUCTION UTILIZING MULTIPLE EXEMPLARS TO PRODUCE GENERALIZED PROBLEM-SOLVING AMONG INDIVIDUALS WITH SEVERE MENTAL RETARDATION
- TEACHING PROBLEM SOLVING TO STUDENTS WITH MENTAL RETARDATION
- A COMPARISON OF SERIAL AND CONCURRENT SEQUENCING STRATEGIES IN TEACHING GENERALIZED GROCERY ITEM LOCATION TO STUDENTS WITH MODERATE HANDICAPS
- A COMPARISON OF IN VIVO AND SIMULATION PRIOR TO IN VIVO INSTRUCTION IN TEACHING GENERALIZED SAFETY SKILLS