Affiliation:
1. University of Virginia
2. Lehigh University
Abstract
This review addresses some of the more crucial teaching and learning issues that arise when community-referenced instruction is applied to persons with severe disabilities. These issues include environmental assessment, task analysis, trial sequencing, control, empirical and social validity, and measurement. A stimulus set of standards that emerged from the literature reviewed was presented to guide and evaluate future community-referenced research.
Subject
General Social Sciences,General Health Professions
Cited by
39 articles.
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