RESPONSE-REINFORCER RELATIONSHIPS AND IMPROVED LEARNING IN AUTISTIC-CHILDREN

被引：39

作者：

WILLIAMS, JA

KOEGEL, RL

EGEL, AL

机构：

[1] UNIV CALIF SANTA BARBARA,SOCIAL PROC RES INST,SANTA BARBARA,CA 93106

[2] W VIRGINIA UNIV,MORGANTOWN,WV 26506

[3] UNIV MARYLAND,COLLEGE PK,MD 20742

来源：

JOURNAL OF APPLIED BEHAVIOR ANALYSIS | 1981年 / 14卷 / 01期

关键词：

D O I：

10.1901/jaba.1981.14-53

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

引用

页码：53 / 60

页数：8

共 21 条

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[8] DIRECT VERSUS INDIRECT RESPONSE-REINFORCER RELATIONSHIPS IN TEACHING AUTISTIC-CHILDREN [J].

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WILLIAMS, JA .

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[9] ASSESSING AND TRAINING TEACHERS IN GENERALIZED USE OF BEHAVIOR-MODIFICATION WITH AUTISTIC-CHILDREN [J].

KOEGEL, RL ;

RUSSO, DC ;

RINCOVER, A .

JOURNAL OF APPLIED BEHAVIOR ANALYSIS, 1977, 10 (02) :197-205

[10] INTER-TRIAL INTERVAL DURATION AND LEARNING IN AUTISTIC-CHILDREN [J].

KOEGEL, RL ;

DUNLAP, G ;

DYER, K .

JOURNAL OF APPLIED BEHAVIOR ANALYSIS, 1980, 13 (01) :91-99

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