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The Effects of a Behavioral Momentum Blending Intervention on the Accuracy of Textual and Spelling Responses Emitted by Preschool Students with Blending Difficulties
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The Relationship Between Bidirectional Naming, Derived Relations, and Non-Arbitrary Relations
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Integrating a Parent-Implemented Blend of Developmental and Behavioral Intervention Strategies into Speech-Language Treatment for Toddlers at Risk for Autism Spectrum Disorder.
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In: Seminars in speech and language, vol 39, iss 2 (2018)
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Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children.
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In: Language, speech, and hearing services in schools, vol 49, iss 1 (2018)
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Conceptual Scoring and Classification Accuracy of Vocabulary Testing in Bilingual Children.
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In: Language, speech, and hearing services in schools, vol 49, iss 1 (2018)
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The Utility of Dynamic Assessment of Phonological Awareness for Bilingual Children in Singapore
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In: Yap, Dorcas Fen-Fung. (2018). The Utility of Dynamic Assessment of Phonological Awareness for Bilingual Children in Singapore. UC Berkeley: Education. Retrieved from: http://www.escholarship.org/uc/item/1kg9j39s (2018)
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Promoting School Readiness with Preschool Curricula
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In: Nguyen, Tutrang Chung. (2018). Promoting School Readiness with Preschool Curricula. UC Irvine: Education. Retrieved from: http://www.escholarship.org/uc/item/0pd2z2ph (2018)
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Contribution of parenting to complex syntax development in preschool children with developmental delays or typical development.
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In: Journal of intellectual disability research : JIDR, vol 62, iss 7 (2018)
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Achieving abstraction: Generating far analogies promotes relational reasoning in children.
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In: Developmental psychology, vol 54, iss 10 (2018)
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Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder ...
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The Relationship Between Bidirectional Naming, Derived Relations, and Non-Arbitrary Relations ...
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Abstract:
In 2 experiments, I analyzed relations between the presence of Bidirectional Naming (BiN) and the establishment of arbitrary and non-arbitrary relational responses. In Experiment I, I analyzed the presence and strength of correlations between Bidirectional Naming and the establishment of derived relations for 31 preschool students. For Bidirectional Naming, the participants’ responses to both familiar and unfamiliar stimuli were measured; familiar stimuli were defined as spoken and visual stimuli that may be commonly present in the participants’ environment, while unfamiliar stimuli were contrived spoken and visual stimuli that were not customarily present in the participants’ environment. For relational responses, a non-arbitrary relation was defined as a relation that can be made based on the formal characteristics of the stimuli, while an arbitrary relation would be based on verbally mediated contextual cues. Data from this experiment showed there was an overall positive correlation between the ...
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Keyword:
Behavioral assessment; FOS Psychology; Language acquisition--Research; Names; Preschool children--Language; Psychology; Special education
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URL: https://academiccommons.columbia.edu/doi/10.7916/D81Z5MT3 https://dx.doi.org/10.7916/d81z5mt3
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Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ... : Influencing factors of mathematical competences before school entry ...
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What AAC interventions best provide functional communication for preschoolers with autism spectrum disorders?
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In: http://rave.ohiolink.edu/etdc/view?acc_num=osu1531761926504047 (2018)
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A Single-Subject Evaluation of Facilitated Communicationin the Completion of School-Assigned Homework
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In: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1521038309724555 (2018)
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閩南語融入幼兒園主題教學之歷程與成效 ; The Process and Effect of Integrating Taiwanese Language into Preschool’s Thematic Teaching
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Wirkungen naturwissenschaftlicher Bildungsangebote auf pädagogische Fachkräfte und Kinder
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In: Opladen; Berlin : Verlag Barbara Budrich 2018, 314 S. - (Wissenschaftliche Untersuchungen zur Arbeit der Stiftung „Haus der Kleinen Forscher“; 10) (2018)
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Simpel, aber doch komplex. Vom Dekodieren zum Leseverständnis
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In: Schulmanagement 49 (2018) 1, S. 28-30 (2018)
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Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ; Influencing factors of mathematical competences before school entry
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In: Empirische Sonderpädagogik 10 (2018) 4, S. 370-387 (2018)
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Teachers’ Phonological Awareness Assessment Practices, Self-Reported Knowledge and Actual Knowledge: The Challenge of Assessing What You May Know Less About
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In: Australian Journal of Teacher Education (2018)
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