INSTRUCTIONAL CONSIDERATIONS FOR YOUNG CHILDREN WITH AUTISM: THE RATIONALE FOR VISUALLY CUED INSTRUCTION
Պահպանված է:
QUILL, K.A., INSTRUCTIONAL CONSIDERATIONS FOR YOUNG CHILDREN WITH AUTISM: THE RATIONALE FOR VISUALLY CUED INSTRUCTION. JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS, Vol. 27, no. 6 (1997), p. 697-714.
Ref.
68362
Տեղադրություն:
SIIS R.237
Palabras clave:
Alternativas, Atención temprana, Autismo, Discapacidad, Discapacidad del lenguaje, Discapacidad intelectual, Infancia, Investigación, Método educativo, Recomendaciones, Trastornos del espectro autista
Alternativas, Atención temprana, Autismo, Discapacidad, Discapacidad del lenguaje, Discapacidad intelectual, Infancia, Investigación, Método educativo, Recomendaciones, Trastornos del espectro autista
Նմանատիպ նյութեր: INSTRUCTIONAL CONSIDERATIONS FOR YOUNG CHILDREN WITH AUTISM: THE RATIONALE FOR VISUALLY CUED INSTRUCTION
- VIDEO-BASED INSTRUCTION FOR CHILDREN WITH AUTISM. EN: EFFECTIVE PRACTICES FOR CHILDREN WITH AUTISM. EDUCATIONAL AND BEHAVIORAL SUPPORT INTERVENTIONS THAT WORK
- VOCABULARY ACQUISITION FOR CHILDREN WITH AUTISM: TEACHER OR COMPUTER INSTRUCTION
- ENHANCING SOCIAL PROBLEM SOLVING IN CHILDREN WITH AUTISM AND NORMAL CHILDREN THROUGH COMPUTER-ASSISTED INSTRUCTION
- ENHANCED SMALL GROUP INSTRUCTION USING CHORAL RESPONDING AND STUDENT INTERACTION FOR CHILDREN WITH AUTISM AND DEVELOPMENTAL DISABILITIES
- COMPARISON OF PERSONAL AND COMPUTER-ASSISTED INSTRUCTION FOR CHILDREN WITH AUTISM
- EVIDENCE-BASED READING INSTRUCTION FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS