Observed changes in the alertness and communicative involvement of students with multiple and severe disability following in-class mentor modelling for staff in segregated and general education classrooms-Reference-Cited by-同舟云学术

Observed changes in the alertness and communicative involvement of students with multiple and severe disability following in-class mentor modelling for staff in segregated and general education classrooms

Published:2013-07-24 Issue:8 Volume:58 Page:704-720
ISSN:0964-2633
Container-title:Journal of Intellectual Disability Research
language:en
Short-container-title:J Intellect Disabil Res

Author:

Foreman P.¹,Arthur-Kelly M.¹,Bennett D.¹,Neilands J.¹,Colyvas K.²

Affiliation:

1. School of Education; University of Newcastle; Callaghan NSW Australia

2. School of Mathematical and Physical Sciences; University of Newcastle; Callaghan NSW Australia

Funder

Australian Research Council Discovery Project

Publisher

Wiley

Subject

Psychiatry and Mental health,Clinical Neurology,Neurology,Arts and Humanities (miscellaneous),Rehabilitation

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1111/jir.12066/fullpdf

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2. Socio-communicative variables and behavior states in students with profound and multiple disabilities: descriptive data from school settings;Arthur;Education and Training in Developmental Disabilities,2003

3. Patterns amongst behavior states, socio-communicative and activity variables in educational programs for students with profound and multiple disabilities;Arthur;Journal of Developmental and Physical Disabilities,2004

4. Educational programming for students with high support needs: a report on work in progress;Arthur;Australasian Journal of Special Education,1999

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