Strategies for teaching students with mild to severe mental retardation
著者
書誌事項
Strategies for teaching students with mild to severe mental retardation
（Advances in mental retardation and developmental disabilities : a research annual / edited by Stephen E. Breuning, Johnny L. Matson, Rowland P. Barrett, v. 5 (1993)）
J. Kingsley Pub., 1993
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注記
Includes index
内容説明・目次
内容説明
Special education teaching has advanced greatly over the last few decadeds in line with a more progressive social and educational policy. This book highlights the need for the continuation of effective instruction for students with raild to severe mental retardation alongside instructional research into this field. The case studies included are examined from both an empirical research perspective and a field orientated, practical viewpoint and the book is divided into twosections, the first dealing with milld disabilities and the second with more severe levels of mental retardation.
目次
- The enduring value of instructional research, Robert A. Gable and Steven F. Warren
- engagement and performance feedback - enhancing the classroom achievements of students with mild mental disabilities, Jo M. Hendrickson and Alan R. Frank
- computer applications in the schools with mildly handicapped students - computer-assisted instruction and computer-managed instruction, Lynn S. Fuchs and Roase M. Allinder
- social skills - review and implications for instruction for students with mild retardation, Lori Korinek and Edward A. Polloway
- using cognitive-behavioural techniques to improve classroom performance of students with mild retardation, John Wills Lloyd et al
- teaching students with mild handicaps, Thomas E. Scruggs and Margo A. Mastropieri
- research basis of industrial procedures to promote social interaction and integration, Thomas G. Haring
- massed trials revisited - appropriate applications in functional skill training, Linda M. Bambara and Steven F. Warren
- the facilitation of spontaneous verbal behaviour, Jeff Sigafoos and Joe Reichle
- applying contextual features of general-case instruction and interactive routines to enhance communication skills, James W. Halle et al.
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