Comparison of syntax training for students with developmental disabilities utilizing clinician-directed versus self-determined session paradigms
By: Kleinert, Jane O'Regan.
Contributor(s): Gonzalez, Lori | Schuster, John W.
Series: Education and Training in Developmental Disabilities 42 (1) 2007: 65-84.Publisher: 2007Content type: text Media type: unmediated Carrier type: volume Subject(s): DEVELOPMENTAL DISABILITIES
| EFFECTIVENESS | TEACHING METHODS | LANGUAGE TEACHING | COMPARATIVE STUDIESSummary: Sets out to determine if a teaching paradigm, which incorporates key elements of self-determination, is as effective and more efficient in teaching syntax than a traditional, clinician-directed teaching paradigm for students with developmental disabilities. Presents the findings and suggests further investigation is needed.
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 22140 |
Total holds: 0
Sets out to determine if a teaching paradigm, which incorporates key elements of self-determination, is as effective and more efficient in teaching syntax than a traditional, clinician-directed teaching paradigm for students with developmental disabilities. Presents the findings and suggests further investigation is needed.
There are no comments on this title.
Log in to your account to post a comment.
