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FEATURES OF INTEGRATED EDUCATIONAL ECOLOGIES THAT PREDICT SOCIAL BEHAVIOR AMONG SEVERELY MENTALLY RETARDED AND NON- RETARDED STUDENTS

By: BRINKER, R.P.

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BookISSN: 0002-9351.Subject(s): Autonomía personal | Discapacidad | Discapacidad intelectual | Discapacidad severa | Ecología | Hábitos sociales | DiscapacidadGenre/Form: Documental In: AMERICAN JOURNAL OF MENTAL DEFICIENCY Vol. 91, no. 2 (1986), p. 150-159

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	R.100 \| Depósito (3) (Browse shelf)	Available

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Previous	R.100 \| Depósito (3) HANDEDNESS DISTRIBUTION IN A RESIDENTIAL POPULATION WITH SEVERE OR PROFOUND MENTAL RETARDATION	R.100 \| Depósito (3) HABITUATION AND GENERALIZATION OF HABITUATION BY NONAMBULATORY,PROFOUNDLY MENTALLY RETARDED CHILDREN	R.100 \| Depósito (3) EFFECTS OF STIMULUS MODE ON THE ACQUISITION TRANSFER,AND GE- NERALIZATION OF CATEGORIES BY SEVERELY MENTALLY RETARDED CHILDREN AND ADOLESCENTS	R.100 \| Depósito (3) FEATURES OF INTEGRATED EDUCATIONAL ECOLOGIES THAT PREDICT SOCIAL BEHAVIOR AMONG SEVERELY MENTALLY RETARDED AND NON- RETARDED STUDENTS	R.100 \| Depósito (3) TRAINING IN SOCIAL AND INTERPERSONAL PROBLEM-SOLVING SKILLS FOR MILDLY AND MODERATELY MENTALLY RETARDED ADULTS	R.100 \| Depósito (3) INTERACTIONS BETWEEN PEERS WITH AND WITHOUT SEVERE HANDICAPS:DYNAMICS OF TEACHER INTERVENTION	R.100 \| Depósito (3) SOURCES OF DIFFICULTY IN THE SOLUTION OF VERBAL ARITHMETIC PROBLEMS BY MENTALLY RETARDED AND NONRETARDED INDIVIDUALS	Next

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