FIG
发表于 2025-3-23 12:12:15
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insecticide
发表于 2025-3-23 17:50:47
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容易做
发表于 2025-3-23 21:22:28
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shrill
发表于 2025-3-24 02:16:04
Ragib Hasan,Yuliang Zheng,Jeffery T. Walkert. Families and providers from rural areas face unique challenges accessing quality supports for services in autism and professional development and training in autism. Schools are an ideal context for providing interventions for children with autism. However, teachers often express the need for mor
整顿
发表于 2025-3-24 06:05:37
Francisco Pereira Coutinho,Nuno Piçarrae EBPP model, while also systematically gathering the information within each domain. Further, COMPASS supports the decision-making necessary for adapting interventions to best meet the needs of the individual student across the autism spectrum and their learning environment, including caregiver and
Tractable
发表于 2025-3-24 09:43:48
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繁荣地区
发表于 2025-3-24 11:00:19
,Versatile Publishing Projects (1938–1943), the quality of IEPs for transition age students with autism, (3) the content and uses of the IEP quality measure for transition, and (4) recommendations for developing effective IEPs for transition-age students with autism.
DEFT
发表于 2025-3-24 15:12:13
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灿烂
发表于 2025-3-24 19:06:06
Johanna Jacob,Michelle Peters,T. Andrew Yangother half are group facilitated sessions with other caregivers. To increase the reach of C-HOPE, we adapted the intervention so that it could be provided via telehealth and tested its effectiveness. We conclude the chapter with a case study of C-HOPE, including outcomes across the 8-week sessions a
enhance
发表于 2025-3-25 01:38:27
Ragib Hasan,Yuliang Zheng,Jeffery T. Walkere in terms of teacher adherence and student goal attainment outcomes. We provide specific recommendations for when to choose one modality over another. Unlike modality, however, dosage was found to be important. We found that the number of opportunities for coaching or feedback was impactful on both