These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

127 related articles for article (PubMed ID: 6748056)

  • 1. Effects of different stimulus manipulations of the acquisition of word recognition in trainable mentally retarded children.
    Smeets PM; Lancioni GE; Hoogeveen FR
    J Ment Defic Res; 1984 Jun; 28 ( Pt 2)():109-22. PubMed ID: 6748056
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Using stimulus shaping and fading to establish stimulus control in normal and retarded children.
    Smeets PM; Lancioni GE; Hoogeveen FR
    J Ment Defic Res; 1984 Sep; 28 ( Pt 3)():207-18. PubMed ID: 6492138
    [TBL] [Abstract][Full Text] [Related]  

  • 3. S+ versus S- fading in teaching visual discriminations to severely mentally handicapped children.
    Strand SC
    J Ment Defic Res; 1989 Aug; 33 ( Pt 4)():283-99. PubMed ID: 2769740
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Establishing sound blending in moderately mentally retarded children: implications of verbal instruction and pictorial prompting.
    Hoogeveen FR; Kouwenhoven JA; Smeets PM
    Res Dev Disabil; 1989; 10(4):333-48. PubMed ID: 2587825
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Attentional model for the effectiveness of fading in training reading- vocabulary with retarded persons.
    Dorry GW
    Am J Ment Defic; 1976 Nov; 81(3):271-9. PubMed ID: 998664
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Teaching moderately mentally retarded children basic reading skills.
    Hoogeveen FR; Smeets PM; Lancioni GE
    Res Dev Disabil; 1989; 10(1):1-18. PubMed ID: 2928577
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Discrimination training of mirror-image stimuli with a delayed-prompt technique: some critical dimensions of extra-stimulus prompts.
    Smeets PM; Striefel S
    J Exp Child Psychol; 1990 Apr; 49(2):275-99. PubMed ID: 2332725
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Effects of within-stimulus and extra-stimulus prompting of letter discrimination by mentally retarded persons.
    Wolfe VF; Cuvo AJ
    Am J Ment Defic; 1978 Nov; 83(3):297-303. PubMed ID: 717444
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Teaching arbitrary matching via sample stimulus-control shaping to young children and mentally retarded individuals: a methodological note.
    Zygmont DM; Lazar RM; Dube WV; McIlvane WJ
    J Exp Anal Behav; 1992 Jan; 57(1):109-17. PubMed ID: 1548446
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Time-delay discrimination training: replication with different stimuli and different populations.
    Smeets PM; Striefel S; Hoogeveen FR
    Res Dev Disabil; 1990; 11(2):217-40. PubMed ID: 2374839
    [TBL] [Abstract][Full Text] [Related]  

  • 11. Concept learning by retarded children: a comparison of three discrimination learning procedures.
    Aeschleman SR; Higgins AF
    J Ment Defic Res; 1982 Dec; 26 (Pt 4)():229-38. PubMed ID: 7169630
    [TBL] [Abstract][Full Text] [Related]  

  • 12. The effects of stimulus-fading on acquisition of a visual position discrimination in autistic, retarded, and normal children.
    Sherman TW; Webster CD
    J Autism Child Schizophr; 1974 Dec; 4(4):301-12. PubMed ID: 4480311
    [No Abstract]   [Full Text] [Related]  

  • 13. Prompting and stimulus shaping procedures for teaching visual-motor skills to retarded children.
    Mosk MD; Bucher B
    J Appl Behav Anal; 1984; 17(1):23-34. PubMed ID: 6725167
    [TBL] [Abstract][Full Text] [Related]  

  • 14. Eliminating selective stimulus control: a comparison of two procedures for teaching mentally retarded children to respond to compound stimuli.
    Allen KD; Fuqua RW
    J Exp Child Psychol; 1985 Feb; 39(1):55-71. PubMed ID: 3989462
    [TBL] [Abstract][Full Text] [Related]  

  • 15. Effects of within-stimulus and extra-stimulus prompting on discrimination learning in autistic children.
    Schreibman L
    J Appl Behav Anal; 1975; 8(1):91-112. PubMed ID: 1141084
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Verbalization of appropriate and inappropriate cues in discrimination reversal learning by moderately mentally retarded children.
    Umetani T; Kitao S; Katada A
    J Ment Defic Res; 1989 Dec; 33 ( Pt 6)():487-92. PubMed ID: 2614815
    [TBL] [Abstract][Full Text] [Related]  

  • 17. The effectiveness of picture-fading techniques in a multimedia learning system for teaching Chinese word recognition to students with multiple disabilities.
    Li TY; Chen MC
    Int J Rehabil Res; 2005 Sep; 28(3):267-71. PubMed ID: 16046922
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Constructed-response matching to sample and spelling instruction.
    Dube WV; McDonald SJ; McIlvane WJ; Mackay HA
    J Appl Behav Anal; 1991; 24(2):305-17. PubMed ID: 1890049
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Stimulus generalization following extra-dimensional training in educationally subnormal (severely) children.
    Hogg J; Evans PL
    Br J Psychol; 1975 May; 66(2):211-24. PubMed ID: 1156743
    [TBL] [Abstract][Full Text] [Related]  

  • 20. Programmed training of visual discriminations: a comparison of techniques.
    Strand SC; Morris RC
    Appl Res Ment Retard; 1986; 7(2):165-81. PubMed ID: 3524451
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 7.