TEACHING THE MODERATELY AND SEVERELY HANDICAPPED. CURRICULUM OBJECTIVES, STRATEGIES, AND ACTIVITIES. VOLUME II: COMMUNICATION, SOCIALIZATION, SAFETY, AND LEISURE TIME SKILLS

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  Dahkki: BENDER, M.
  Almmustuhtton: (1998)
• TEACHING THE MODERATELY AND SEVERELY HANDICAPPED. CURRICULUM OBJECTIVES, STRATEGIES, AND ACTIVITIES. VOLUME III: FUNCTIONAL ACADEMICS FOR THE MILDLY AND MODERATELY HANDICAPPED
  Dahkki: BENDER, M.
  Almmustuhtton: (1998)
• USING A SELF-INSTRUCTIONAL TRAINING PACKAGE TO TEACH COMPLEX PROBLEM-SOLVING SKILLS TO ADULTS WITH MODERATE AND SEVERE DISABILITIES
  Dahkki: BAMBARA, L.M
  Almmustuhtton: (2002)
• COGNITIVE-BEHAVIORAL TRAINING IN THE CURRICULUM: TIME, SLOW LEARNERS, AND BASIC SKILLS. EN: EFFECTIVE INSTRUCTIONAL STRATEGIES. FOR EXCEPTIONAL CHILDREN.
  Dahkki: GERBER, M.M
  Almmustuhtton: (1991)
• A COMPARISON OF CONSTANT TIME DELAY AND MOST-TO-LEAST PROMPTING IN TEACHING LAUNDRY SKILLS TO STUDENTS WITH MODERATE RETARDATION
  Dahkki: MILLER, U.C
  Almmustuhtton: (1990)