Naturalistic observations of classrooms serving severely handicapped persons: Establishing evaluative norms-Reference-Cited by-同舟云学术

Naturalistic observations of classrooms serving severely handicapped persons: Establishing evaluative norms

Published:1986-01 Issue:1 Volume:7 Page:37-50
ISSN:0270-3092
Container-title:Applied Research in Mental Retardation
language:en
Short-container-title:Applied Research in Mental Retardation

Author:

Green Carolyn W.,Reid Dennis H.,McCarn Joyce E.,Schepis Maureen M.,Phillips James F.,Parsons Marsha B.

Publisher

Elsevier BV

Subject

Psychiatry and Mental health,Rehabilitation

Reference28 articles.

1. Research methods in applied behavior analysis;Bailey,1979

2. Characteristics of an appropriate education for severely and profoundly handicapped students;Bates;Education and Training of the Mentally Retarded,1981

3. A strategy for developing chronological-age-appropriate and functional curricular content for severely handicapped adolescents and young adults;Brown;Journal of Special Education,1979

4. Longitudinal transition plans in programs for severely handicapped students;Brown;Exceptional Children,1981

5. Deciding what to teach the severely/profoundly retarded student: A teacher responsibility;Burton;Education and Training of the Mentally Retarded,1981

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3. ENGAGEMENT IN MEANINGFUL ACTIVITY IN DAY CENTRES: AN EXPLORATORY STUDY;Mental Handicap Research;2010-03-25

4. Evaluating the Functional Utility of Congregate Day Treatment Activities for Adults With Severe Disabilities;American Journal on Mental Retardation;2001

5. Opportunities for communication in classrooms serving children with developmental disabilities;Journal of Autism and Developmental Disorders;1994-06