Simultaneous Prompting for Students with Significant Cognitive Disabilities: A Systematic Review and Meta-Analysis of Evidence-Based Practice
Behavioral Sciences · 2026
Abstract e pubblicazione originale
L’abstract è consultabile nella fonte originale. Non viene ripubblicato qui perché non risulta verificata una licenza compatibile.
Leggi nella fonte originale ↗Parole chiave
simultaneous promptingerrorless learningsignificant cognitive disabilitiesintellectual disabilityevidence-based practicemathematics educationcognitive and social skillsdaily living skillscommunication skillsgeneralizationmaintenancesocial validityalternate assessmentimplementation fidelityBehavioral and Psychological StudiesDown syndrome and intellectual disability researchDisability Education and Employment
Come citare questo studio
Kezheng Qu, Xiaoyi Hu, Jinghao Jia, Manli Xue. (2026). Simultaneous Prompting for Students with Significant Cognitive Disabilities: A Systematic Review and Meta-Analysis of Evidence-Based Practice. Behavioral Sciences. DOI: 10.3390/bs16111995
Consulta la pubblicazione originale ↗