在为有特殊需要的学龄前儿童进行嵌入式教学时，同伴存在的变化会产生不同的效果

IF 2.1 Q2 PSYCHOLOGY, CLINICAL

Behavior Analysis in Practice Pub Date : 2024-08-08 DOI:10.1007/s40617-024-00975-5

Sarah Hawkins-Lear, Jennifer Grisham, Collin Shepley

引用次数: 0

摘要

本文章由计算机程序翻译，如有差异，请以英文原文为准。

Differential Effects of Peer Presence Variations during Embedded Instruction for Preschoolers with Intensive Needs

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Differential Effects of Peer Presence Variations during Embedded Instruction for Preschoolers with Intensive Needs

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来源期刊

Behavior Analysis in Practice PSYCHOLOGY, CLINICAL-

自引率

18.20%

发文量

期刊介绍： Behavior Analysis in Practice, an official journal of the Association for Behavior Analysis International, is a peer-reviewed translational publication designed to provide science-based, best-practice information relevant to service delivery in behavior analysis. The target audience includes front-line service workers and their supervisors, scientist-practitioners, and school personnel. The mission of Behavior Analysis in Practice is to promote empirically validated best practices in an accessible format that describes not only what works, but also the challenges of implementation in practical settings. Types of articles and topics published include empirical reports describing the application and evaluation of behavior-analytic procedures and programs; discussion papers on professional and practice issues; technical articles on methods, data analysis, or instrumentation in the practice of behavior analysis; tutorials on terms, procedures, and theories relevant to best practices in behavior analysis; and critical reviews of books and products that are aimed at practitioners or consumers of behavior analysis.