RESPONSE-CONTINGENT LEARNING IN PROFOUNDLY HANDICAPPED INFANTS - A SOCIAL-SYSTEMS PERSPECTIVE

被引：22

作者：

DUNST, CJ

CUSHING, PJ

VANCE, SD

机构：

来源：

ANALYSIS AND INTERVENTION IN DEVELOPMENTAL DISABILITIES | 1985年 / 5卷 / 1-2期

关键词：

D O I：

10.1016/S0270-4684(85)80004-5

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

引用

页码：33 / 47

页数：15

共 26 条

[1]

Brinker R, 1982, TOP EARLY CHILD SPEC, V2, P1

[2]

Bronfenbrenner U., 1979, ECOLOGY HUMAN DEV EX

[3] CHILD-DEVELOPMENT AND PERSONAL SOCIAL NETWORKS [J].

COCHRAN, MM ;

BRASSARD, JA .

[4]

CYRULIKJACOBS A, 1975, EXCEPTIONAL INFANT, V3

[5]

Dunst C. J., 1984, J APPL DEV PSYCHOL, V5, P203

[6] RETHINKING EARLY INTERVENTION [J].

DUNST, CJ .

ANALYSIS AND INTERVENTION IN DEVELOPMENTAL DISABILITIES, 1985, 5 (1-2) :165-201

[7]

DUNST CJ, 1981, INFANT LEARNING

[8]

DUNST CJ, FACILITATING SOCIAL

[9]

DUNST CJ, ASSESSMENT DEV DISAB

[10]

FITZGERALD HE, 1971, MERRILL-PALMER Q BEH, V17, P79