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Education and training in autism and developmental disabilities
| Education and training in autism and developmental disabilities |
| Pubbl/distr/stampa | Arlington, Va., : Council for Exceptional Children, Division on Autism and Developmental Disabilities |
| Descrizione fisica | 1 online resource |
| Disciplina | 362 |
| Soggetto topico |
Children with mental disabilities - United States
Children with mental disabilities - Education - United States Developmentally disabled children - Education - United States Developmentally disabled - Education - United States Autistic children - United States Autistic children - Education - United States Autism in children - United States Enfants handicapés mentaux - États-Unis Enfants handicapés mentaux - Éducation - États-Unis Enfants atteints de troubles du développement - Éducation - États-Unis Personnes atteintes de troubles du développement - Éducation - États-Unis Autism in children Autistic children Autistic children - Education Children with mental disabilities Children with mental disabilities - Education Developmentally disabled children - Education Developmentally disabled - Education Ontwikkelingsstoornissen Handicaps Onderwijs Scholing Éducation Enfant handicapé mental Handicapé développemental |
| Soggetto genere / forma | Periodicals. |
| Formato | Materiale a stampa  |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNISA-996335520503316 |
| Arlington, Va., : Council for Exceptional Children, Division on Autism and Developmental Disabilities | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. di Salerno | ||
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Education and training in autism and developmental disabilities
| Education and training in autism and developmental disabilities |
| Pubbl/distr/stampa | Arlington, Va., : Council for Exceptional Children, Division on Autism and Developmental Disabilities |
| Descrizione fisica | 1 online resource |
| Disciplina | 362 |
| Soggetto topico |
Children with mental disabilities - United States
Children with mental disabilities - Education - United States Developmentally disabled children - Education - United States Developmentally disabled - Education - United States Autistic children - United States Autistic children - Education - United States Autism in children - United States Enfants handicapés mentaux - États-Unis Enfants handicapés mentaux - Éducation - États-Unis Enfants atteints de troubles du développement - Éducation - États-Unis Personnes atteintes de troubles du développement - Éducation - États-Unis Autism in children Autistic children Autistic children - Education Children with mental disabilities Children with mental disabilities - Education Developmentally disabled children - Education Developmentally disabled - Education Ontwikkelingsstoornissen Handicaps Onderwijs Scholing Éducation Enfant handicapé mental Handicapé développemental |
| Soggetto genere / forma | Periodicals. |
| Formato | Materiale a stampa |
| Livello bibliografico | Periodico |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910219905303321 |
| Arlington, Va., : Council for Exceptional Children, Division on Autism and Developmental Disabilities | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Getting services for your child on the autism spectrum [[electronic resource] /] / Matthew G. Foley and DeAnn Hyatt-Foley ; foreword by Carol Gray
| Getting services for your child on the autism spectrum [[electronic resource] /] / Matthew G. Foley and DeAnn Hyatt-Foley ; foreword by Carol Gray |
| Autore | Foley Matthew G |
| Pubbl/distr/stampa | London, : Jessica Kingsley, 2002 |
| Descrizione fisica | 1 online resource (211 p.) |
| Disciplina | 371.94 |
| Altri autori (Persone) | Hyatt-FoleyDeAnn |
| Soggetto topico |
Autistic children - Education - United States
Autistic children - Services for - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-299-26527-8
1-4175-0157-X 1-84642-327-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910455670303321 |
Foley Matthew G
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| London, : Jessica Kingsley, 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Getting services for your child on the autism spectrum [[electronic resource] /] / Matthew G. Foley and DeAnn Hyatt-Foley ; foreword by Carol Gray
| Getting services for your child on the autism spectrum [[electronic resource] /] / Matthew G. Foley and DeAnn Hyatt-Foley ; foreword by Carol Gray |
| Autore | Foley Matthew G |
| Pubbl/distr/stampa | London, : Jessica Kingsley, 2002 |
| Descrizione fisica | 1 online resource (211 p.) |
| Disciplina | 371.94 |
| Altri autori (Persone) | Hyatt-FoleyDeAnn |
| Soggetto topico |
Autistic children - Education - United States
Autistic children - Services for - United States |
| ISBN |
1-299-26527-8
1-4175-0157-X 1-84642-327-9 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910780462503321 |
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Foley Matthew G
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| London, : Jessica Kingsley, 2002 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Helping children with autistic spectrum disorders to learn [[electronic resource] /] / Mary Pittman
| Helping children with autistic spectrum disorders to learn [[electronic resource] /] / Mary Pittman |
| Autore | Pittman Mary |
| Pubbl/distr/stampa | London, : Paul Chapman, 2007 |
| Descrizione fisica | 1 online resource (145 p.) |
| Disciplina | 371.94 |
| Soggetto topico | Autistic children - Education - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-4462-1322-6
1-4462-2954-8 1-282-02098-6 9786612020988 1-84920-266-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Dedication; Contents; List of illustrations; Acknowledgements; About the author; About this book; How to use this book; 1 Interpreting Autism as a Triad of Opportunity; 2 The Autism-friendly Professional; 3 Making Sense of Changes and Transitions; 4 Structuring a Meaningful Classroom; 5 Behaviour: Simplifying the Problem-solving Process; 6 Frequently Asked Questions; Useful Web Sites; Bibliography; Index |
| Record Nr. | UNINA-9910454297103321 |
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Pittman Mary
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| London, : Paul Chapman, 2007 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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High-functioning autism/Asperger syndrome in schools [[electronic resource] ] : assessment and intervention / / Frank J. Sansosti, Kelly A. Powell-Smith, Richard J. Cowan
| High-functioning autism/Asperger syndrome in schools [[electronic resource] ] : assessment and intervention / / Frank J. Sansosti, Kelly A. Powell-Smith, Richard J. Cowan |
| Autore | Sansosti Frank J |
| Pubbl/distr/stampa | New York, : Guilford Press, c2010 |
| Descrizione fisica | 1 online resource (276 p.) |
| Disciplina | 371.94 |
| Altri autori (Persone) |
CowanRichard J
Powell-SmithKelly A |
| Collana | The Guilford practical intervention in the schools series |
| Soggetto topico |
Autism spectrum disorders
Autistic children - Education - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-282-55784-X
9786612557842 1-60623-671-7 1-60623-672-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Copyright Page; Dedication; About the Authors; Preface; Contents; 1. Introduction: What Is High- Functioning Autism/Asperger Syndrome?; Diagnostic Definitions/Issues; Contemporary Conceptualization of HFA/AS; Developmental Course; Preschool Years; Elementary School; Middle/High School; Long-Term Outcomes; Prevalence; Epidemiology; Educational Placement and Service Delivery Trends; Looking Ahead; 2. Areas of Impairment; Overview; Core Areas of Impairment; Social Interactions; Behavioral Rigidity and Circumscribed Interests; Language and Communication Abilities
Associated Areas of ImpairmentResponses to Sensory Stimuli; Academic Performance Difficulties; Sleep Disturbances; Motor Abilities; Anxiety and Depression; Theoretical Frameworks for Understanding Areas of Impairment; Theory of Mind; Executive Functioning; Central Coherence; Conclusion; 3. Consultation and Collaboration Efforts; Overview; The Ecological Model of School-Based Services; The Roles of Parents and Other Key Stakeholders; Parents as Primary Stakeholders; Educators and Student Support Services Personnel as Key Stakeholders Other Health Professionals and Community-Based Providers as Key StakeholdersCollaborative Problem Solving as a Foundation for Effective Practice; Conjoint Behavioral Consultation; Conjoint Needs Identification; Conjoint Needs Analysis; Plan Implementation; Conjoint Plan Evaluation; CBC Case Study: Alex; Conclusion; 4. Conducting a Comprehensive Assessment; Overview; Traditional School-Based Assessment; Assessing Intellectual Functioning; Issues in Intellectual Assessment; Considerations in Selecting a Cognitive Measure; Measures of Intellectual Functioning; Assessing Academic Skills Traditional Academic MeasuresCurriculum-Based Assessment; Assessing Adaptive Behavior; Assessing Diagnostic Characteristics of HFA/AS; Assessing Behavioral Skills; Functional Behavioral Assessment; Assessing Social Skills; Interviews; Observations; Rating Scales; Assessing Emotional Difficulties; Conclusion; 5. Improving Academic Skills; Overview; General Strategies; Task Presentation; Teacher Communication; Priming; Assignments; Homework and Study Skills; Specific Strategies; Reading Support; Writing Support; Math Support; Conclusion; 6. Providing Behavioral Supports; Overview Effective Behavioral SupportPreventative Approaches; Environmental Modifications; Choice and Preference; Visual Supports; Direct Intervention Strategies; Teaching Replacement Behaviors; Providing Contingent Positive Reinforcement; Contingency Agreements and Behavioral Contracts; Token Economies; Self-Management; Conclusion; 7. Enhancing Social Skills; Overview; Programming for Social Skills in Schools; Schoolwide (Primary) Approaches; Schoolwide Positive Behavior Support; Character Education; Large-Group Social Skills Instruction; Small-Group (Secondary) Approaches; Social Skills Groups Peer-Mediated Approaches |
| Record Nr. | UNINA-9910459342303321 |
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Sansosti Frank J
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| New York, : Guilford Press, c2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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High-functioning autism/Asperger syndrome in schools [[electronic resource] ] : assessment and intervention / / Frank J. Sansosti, Kelly A. Powell-Smith, Richard J. Cowan
| High-functioning autism/Asperger syndrome in schools [[electronic resource] ] : assessment and intervention / / Frank J. Sansosti, Kelly A. Powell-Smith, Richard J. Cowan |
| Autore | Sansosti Frank J |
| Pubbl/distr/stampa | New York, : Guilford Press, c2010 |
| Descrizione fisica | 1 online resource (276 p.) |
| Disciplina | 371.94 |
| Altri autori (Persone) |
CowanRichard J
Powell-SmithKelly A |
| Collana | The Guilford practical intervention in the schools series |
| Soggetto topico |
Autism spectrum disorders
Autistic children - Education - United States |
| ISBN |
1-282-55784-X
9786612557842 1-60623-671-7 1-60623-672-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Copyright Page; Dedication; About the Authors; Preface; Contents; 1. Introduction: What Is High- Functioning Autism/Asperger Syndrome?; Diagnostic Definitions/Issues; Contemporary Conceptualization of HFA/AS; Developmental Course; Preschool Years; Elementary School; Middle/High School; Long-Term Outcomes; Prevalence; Epidemiology; Educational Placement and Service Delivery Trends; Looking Ahead; 2. Areas of Impairment; Overview; Core Areas of Impairment; Social Interactions; Behavioral Rigidity and Circumscribed Interests; Language and Communication Abilities
Associated Areas of ImpairmentResponses to Sensory Stimuli; Academic Performance Difficulties; Sleep Disturbances; Motor Abilities; Anxiety and Depression; Theoretical Frameworks for Understanding Areas of Impairment; Theory of Mind; Executive Functioning; Central Coherence; Conclusion; 3. Consultation and Collaboration Efforts; Overview; The Ecological Model of School-Based Services; The Roles of Parents and Other Key Stakeholders; Parents as Primary Stakeholders; Educators and Student Support Services Personnel as Key Stakeholders Other Health Professionals and Community-Based Providers as Key StakeholdersCollaborative Problem Solving as a Foundation for Effective Practice; Conjoint Behavioral Consultation; Conjoint Needs Identification; Conjoint Needs Analysis; Plan Implementation; Conjoint Plan Evaluation; CBC Case Study: Alex; Conclusion; 4. Conducting a Comprehensive Assessment; Overview; Traditional School-Based Assessment; Assessing Intellectual Functioning; Issues in Intellectual Assessment; Considerations in Selecting a Cognitive Measure; Measures of Intellectual Functioning; Assessing Academic Skills Traditional Academic MeasuresCurriculum-Based Assessment; Assessing Adaptive Behavior; Assessing Diagnostic Characteristics of HFA/AS; Assessing Behavioral Skills; Functional Behavioral Assessment; Assessing Social Skills; Interviews; Observations; Rating Scales; Assessing Emotional Difficulties; Conclusion; 5. Improving Academic Skills; Overview; General Strategies; Task Presentation; Teacher Communication; Priming; Assignments; Homework and Study Skills; Specific Strategies; Reading Support; Writing Support; Math Support; Conclusion; 6. Providing Behavioral Supports; Overview Effective Behavioral SupportPreventative Approaches; Environmental Modifications; Choice and Preference; Visual Supports; Direct Intervention Strategies; Teaching Replacement Behaviors; Providing Contingent Positive Reinforcement; Contingency Agreements and Behavioral Contracts; Token Economies; Self-Management; Conclusion; 7. Enhancing Social Skills; Overview; Programming for Social Skills in Schools; Schoolwide (Primary) Approaches; Schoolwide Positive Behavior Support; Character Education; Large-Group Social Skills Instruction; Small-Group (Secondary) Approaches; Social Skills Groups Peer-Mediated Approaches |
| Record Nr. | UNINA-9910792325203321 |
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Sansosti Frank J
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| New York, : Guilford Press, c2010 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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How Autism Is Reshaping Special Education: The Unbundling of Idea
| How Autism Is Reshaping Special Education: The Unbundling of Idea |
| Pubbl/distr/stampa | Rowman & Littlefield Publishers |
| Descrizione fisica | 1 online resource (xxii, 132 pages) |
| Disciplina | 371.9 |
| Altri autori (Persone) |
ClaypoolMark K
McLaughlinJohn M |
| Soggetto topico |
Autistic children - Education - United States
Autistic children - Education - Law and legislation - United States Special education - United States |
| ISBN | 1-4758-3498-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Unbundling, mass customization, and public policy -- Chapter 2. Market forces, special education, and lost intensity -- Chapter 3. Public schools and autism, it gets very personal -- Chapter 4. Autism, the catalyst for change -- Chapter 5. Reality passes regulation -- Chapter 6. Is there a BCBA in the house? -- Chapter 7. Pervasive inertia -- Chapter 8. Disconnected services, disconnected funding -- Chapter 9. Suggestions for reauthorization: Unbundling IDEA. |
| Record Nr. | UNINA-9910162790203321 |
| Rowman & Littlefield Publishers | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Making inclusion work for students with autism spectrum disorders [[electronic resource] ] : an evidence-based guide / / Tristram Smith
| Making inclusion work for students with autism spectrum disorders [[electronic resource] ] : an evidence-based guide / / Tristram Smith |
| Autore | Smith Tristram |
| Pubbl/distr/stampa | New York, : Guilford Press, c2012 |
| Descrizione fisica | 1 online resource (403 p.) |
| Disciplina | 371.94 |
| Soggetto topico |
Autistic children - Education - United States
Inclusive education - United States Behavioral assessment |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-283-30603-4
9786613306036 1-60918-967-1 1-60918-966-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Copyright Page; Dedication; About the Author; Contributing Authors; Preface; Acknowledgments; Contents; Part I. Introduction; 1. Autism Spectrum Disorders; What Is Autism?; What Are the ASD?; What Do Students with ASD Do Well?; What Causes ASD?; How Common Are ASD, and Are They Becoming More Prevalent?; Learning Styles; ASD from the Preschool Years Onward; 2. Evidence-Based Interventions and Supported Inclusion of Students with ASD; Effective Instruction: What Does the Research Say?; Instructional Practices That Don't Work; Inclusion versus Self-Contained Educational Placements
MedicationsComplementary and Alternative Medicine; Concluding Comments about Evidence-Based Interventions; Putting Knowledge into Practice; Part II. Preparation; 3. Evaluating the Student; Types and Purposes of Assessment; What Data to Obtain; What Methods and Measures to Use; Practical Considerations in Conducting Assessments; Linking Assessment Data to Educational Planning and Intervention: Continuing Assessment; 4. Planning Data Collection and Monitoring Progress; Identifying Intervention Goals; Planning Data Collection; Monitoring Progress; Summary; 5. Team Building and Training Forming a TeamTraining the Team; Partnering with Parents; Summary; 6. Preparing the Student: Transition from Special Education to Inclusive Settings; Preparing for Inclusion; Planning for "Moving-Up Day"; Part III. Implementation; 7. Adapting the Daily Routine; General-Purpose Supports; Implementing General-Purpose Supports; Adaptations to Address IEP Goals and Provide Opportunities for Social Interaction; Summary; 8. Individualizing the General Education Curriculum; Academic Strengths and Needs of Students with ASD; Strategies for Individualizing Academic Curricula Curriculum Adaptations and Modifications for Students with ASDClassroomwide Modifications; Academic Subjects; Identifying and Implementing Changes to the Curriculum; Summary; 9. Individual Instruction, Part 1: Teaching Approaches; Discrete Trial Training; Scripts and Script Fading; Task Analysis and Chaining; Incidental Teaching; Summary; 10. Individual Instruction, Part 2: Examples and Teaching Programs; Steps 1 and 2: Assessing the Student and Selecting Intervention Goals; Step 3: Selecting Intervention Procedures; Step 4: Planning Data Collection; Step 5: Monitoring Progress; Summary Appendix 10.1. Examples of Individual Teaching Plans11. Peer Interaction; What to Teach; How to Teach; Implementing Peer-Mediated Interventions; Summary; 12. Problem Behavior; Basic Assessment Principles; Basic Intervention Principles; Developing and Implementing Interventions for Problem Behavior; Summary; 13. Sustaining Inclusion: Systems Change; Steps 1 and 2: Assessment and Goal Setting; Step 3: Selecting Intervention Procedures; Steps 4 and 5: Planning Data Collection and Monitoring Progress; Concluding Comments; Glossary; References; Index; Back Cover |
| Record Nr. | UNINA-9910457280403321 |
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Smith Tristram
|
||
| New York, : Guilford Press, c2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Making inclusion work for students with autism spectrum disorders [[electronic resource] ] : an evidence-based guide / / Tristram Smith
| Making inclusion work for students with autism spectrum disorders [[electronic resource] ] : an evidence-based guide / / Tristram Smith |
| Autore | Smith Tristram |
| Pubbl/distr/stampa | New York, : Guilford Press, c2012 |
| Descrizione fisica | 1 online resource (403 p.) |
| Disciplina | 371.94 |
| Altri autori (Persone) | ReichDeborah |
| Soggetto topico |
Autistic children - Education - United States
Inclusive education - United States Behavioral assessment |
| ISBN |
1-283-30603-4
9786613306036 1-60918-967-1 1-60918-966-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover; Copyright Page; Dedication; About the Author; Contributing Authors; Preface; Acknowledgments; Contents; Part I. Introduction; 1. Autism Spectrum Disorders; What Is Autism?; What Are the ASD?; What Do Students with ASD Do Well?; What Causes ASD?; How Common Are ASD, and Are They Becoming More Prevalent?; Learning Styles; ASD from the Preschool Years Onward; 2. Evidence-Based Interventions and Supported Inclusion of Students with ASD; Effective Instruction: What Does the Research Say?; Instructional Practices That Don't Work; Inclusion versus Self-Contained Educational Placements
MedicationsComplementary and Alternative Medicine; Concluding Comments about Evidence-Based Interventions; Putting Knowledge into Practice; Part II. Preparation; 3. Evaluating the Student; Types and Purposes of Assessment; What Data to Obtain; What Methods and Measures to Use; Practical Considerations in Conducting Assessments; Linking Assessment Data to Educational Planning and Intervention: Continuing Assessment; 4. Planning Data Collection and Monitoring Progress; Identifying Intervention Goals; Planning Data Collection; Monitoring Progress; Summary; 5. Team Building and Training Forming a TeamTraining the Team; Partnering with Parents; Summary; 6. Preparing the Student: Transition from Special Education to Inclusive Settings; Preparing for Inclusion; Planning for "Moving-Up Day"; Part III. Implementation; 7. Adapting the Daily Routine; General-Purpose Supports; Implementing General-Purpose Supports; Adaptations to Address IEP Goals and Provide Opportunities for Social Interaction; Summary; 8. Individualizing the General Education Curriculum; Academic Strengths and Needs of Students with ASD; Strategies for Individualizing Academic Curricula Curriculum Adaptations and Modifications for Students with ASDClassroomwide Modifications; Academic Subjects; Identifying and Implementing Changes to the Curriculum; Summary; 9. Individual Instruction, Part 1: Teaching Approaches; Discrete Trial Training; Scripts and Script Fading; Task Analysis and Chaining; Incidental Teaching; Summary; 10. Individual Instruction, Part 2: Examples and Teaching Programs; Steps 1 and 2: Assessing the Student and Selecting Intervention Goals; Step 3: Selecting Intervention Procedures; Step 4: Planning Data Collection; Step 5: Monitoring Progress; Summary Appendix 10.1. Examples of Individual Teaching Plans11. Peer Interaction; What to Teach; How to Teach; Implementing Peer-Mediated Interventions; Summary; 12. Problem Behavior; Basic Assessment Principles; Basic Intervention Principles; Developing and Implementing Interventions for Problem Behavior; Summary; 13. Sustaining Inclusion: Systems Change; Steps 1 and 2: Assessment and Goal Setting; Step 3: Selecting Intervention Procedures; Steps 4 and 5: Planning Data Collection and Monitoring Progress; Concluding Comments; Glossary; References; Index; Back Cover |
| Record Nr. | UNINA-9910781979803321 |
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Smith Tristram
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| New York, : Guilford Press, c2012 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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