165 related articles for article (PubMed ID: 8469800)
1. Comparison of sight word training procedures with validation of the most practical procedure in teaching reading for daily living.
Lalli JS; Browder DM
Res Dev Disabil; 1993; 14(2):107-27. PubMed ID: 8469800
[TBL] [Abstract][Full Text] [Related]
2. Effects of active student response during error correction on the acquisition, maintenance, and generalization of sight words by students with developmental disabilities.
Barbetta PM; Heron TE; Heward WL
J Appl Behav Anal; 1993; 26(1):111-9. PubMed ID: 8473250
[TBL] [Abstract][Full Text] [Related]
3. A comparison of the Task Demonstration Model and the Standard Prompting Hierarchy in teaching word identification to persons with moderate retardation.
Karsh KG; Repp AC; Lenz MW
Res Dev Disabil; 1990; 11(4):395-410. PubMed ID: 2270321
[TBL] [Abstract][Full Text] [Related]
4. Comparison of constant time delay and the system of least prompts in teaching preschoolers with developmental delays.
Doyle PM; Wolery M; Gast DL; Ault MJ; Wiley K
Res Dev Disabil; 1990; 11(1):1-22. PubMed ID: 1689069
[TBL] [Abstract][Full Text] [Related]
5. Relative effects of whole-word and phonetic-prompt error correction on the acquisition and maintenance of sight words by students with developmental disabilities.
Barbetta PM; Heward WL; Bradley DM
J Appl Behav Anal; 1993; 26(1):99-110. PubMed ID: 8473263
[TBL] [Abstract][Full Text] [Related]
6. Review of research on sight word instruction.
Browder DM; Lalli JS
Res Dev Disabil; 1991; 12(3):203-28. PubMed ID: 1792355
[TBL] [Abstract][Full Text] [Related]
7. 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]
8. Acquisition, generalization and maintenance of grocery shopping skills by severely mentally retarded adolescents.
Aeschleman SR; Schladenhauffen J
Appl Res Ment Retard; 1984; 5(2):245-58. PubMed ID: 6465884
[TBL] [Abstract][Full Text] [Related]
9. Teaching Sight Words to Elementary Students With Intellectual Disability and Autism: A Comparison of Teacher-Directed Versus Computer-Assisted Simultaneous Prompting.
Coleman MB; Cherry RA; Moore TC; Park Y; Cihak DF
Intellect Dev Disabil; 2015 Jun; 53(3):196-210. PubMed ID: 26107853
[TBL] [Abstract][Full Text] [Related]
10. An evaluation of the TEACCH approach for teaching functional skills to adults with autism spectrum disorders and intellectual disabilities.
Siu AMH; Lin Z; Chung J
Res Dev Disabil; 2019 Jul; 90():14-21. PubMed ID: 31028977
[TBL] [Abstract][Full Text] [Related]
11. An investigation of instructional scheduling arrangements for community-based instruction.
Cihak DF; Alberto PA; Kessler KB; Taber TA
Res Dev Disabil; 2004; 25(1):67-88. PubMed ID: 14733977
[TBL] [Abstract][Full Text] [Related]
12. Recombinative generalization of within-syllable units in nonreading adults with mental retardation.
Saunders KJ; O'Donnell J; Vaidya M; Williams DC
J Appl Behav Anal; 2003; 36(1):95-9. PubMed ID: 12723870
[TBL] [Abstract][Full Text] [Related]
13. Descriptive analysis and comparison of strategic incremental rehearsal to "Business as Usual" sight-word instruction for an adult nonreader with intellectual disability.
Richman DM; Grubb L; Thompson S
Dev Neurorehabil; 2018 Jan; 21(1):23-31. PubMed ID: 27792403
[TBL] [Abstract][Full Text] [Related]
14. A demonstration of generalization of performance across settings, materials, and motor responses for students with profound mental retardation.
Berg WK; Wacker DP; Ebbers B; Wiggins B; Fowler M; Wilkes P
Behav Modif; 1995 Jan; 19(1):119-43. PubMed ID: 7880157
[TBL] [Abstract][Full Text] [Related]
15. Effects of community-based, videotape, and flash card instruction of community-referenced sight words on students with mental retardation.
Cuvo AJ; Klatt KP
J Appl Behav Anal; 1992; 25(2):499-512. PubMed ID: 1378827
[TBL] [Abstract][Full Text] [Related]
16. Measurement scale influences in the evaluation of sight-word reading interventions.
Yaw J; Skinner CH; Delisle J; Skinner AL; Maurer K; Cihak D; Wilhoit B; Booher J
J Appl Behav Anal; 2014; 47(2):360-79. PubMed ID: 24763971
[TBL] [Abstract][Full Text] [Related]
17. A comparison of behavioral techniques to teach functional independent-living skills to individuals with severe and profound mental retardation.
Matson JL; Smalls Y; Hampff A; Smiroldo BB; Anderson SJ
Behav Modif; 1998 Jul; 22(3):298-306. PubMed ID: 9670802
[TBL] [Abstract][Full Text] [Related]
18. Increasing requests by adults with developmental disabilities using incidental teaching by peers.
Farmer-Dougan V
J Appl Behav Anal; 1994; 27(3):533-44. PubMed ID: 7928794
[TBL] [Abstract][Full Text] [Related]
19. Training interactional behaviors of adults with developmental disabilities: a systematic replication and extension.
Lalli JS; Pinter-Lalli E; Mace FC; Murphy DM
J Appl Behav Anal; 1991; 24(1):167-74. PubMed ID: 2055800
[TBL] [Abstract][Full Text] [Related]
20. The effectiveness of a constant time-delay procedure to teach chained responses to adolescents with mental retardation.
Schuster JW; Gast DL; Wolery M; Guiltinan S
J Appl Behav Anal; 1988; 21(2):169-78. PubMed ID: 3417580
[TBL] [Abstract][Full Text] [Related]
[Next] [New Search]