Verlag: Routledge, 2007
ISBN 10: 0415964547 ISBN 13: 9780415964548
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Verlag: Routledge, 2007
ISBN 10: 0415964547 ISBN 13: 9780415964548
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Verlag: Routledge, 2007
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ISBN 10: 0415964555 ISBN 13: 9780415964555
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Verlag: Routledge, 2007
ISBN 10: 0415964555 ISBN 13: 9780415964555
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Verlag: Routledge, 2007
ISBN 10: 0415964555 ISBN 13: 9780415964555
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Verlag: Routledge, 2007
ISBN 10: 0415964555 ISBN 13: 9780415964555
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Paperback. Zustand: Brand New. 1st edition. 419 pages. 10.00x7.25x1.25 inches. In Stock.
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ISBN 10: 0415964555 ISBN 13: 9780415964555
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Verlag: Routledge, 2008
ISBN 10: 0415964547 ISBN 13: 9780415964548
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Verlag: Taylor and Francis, 2007
ISBN 10: 0415964547 ISBN 13: 9780415964548
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Verlag: Routledge, 2008
ISBN 10: 0415964547 ISBN 13: 9780415964548
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ISBN 10: 0415964547 ISBN 13: 9780415964548
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Verlag: Routledge, 2008
ISBN 10: 0415964547 ISBN 13: 9780415964548
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Verlag: Routledge, 2008
ISBN 10: 0415964547 ISBN 13: 9780415964548
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Verlag: Routledge, 2007
ISBN 10: 0415964547 ISBN 13: 9780415964548
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Hardcover. Zustand: Brand New. 1st edition. 419 pages. 10.50x7.50x1.00 inches. In Stock.
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ISBN 10: 0415964547 ISBN 13: 9780415964548
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ISBN 10: 0415964547 ISBN 13: 9780415964548
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Verlag: Taylor & Francis, 2007
ISBN 10: 0415964547 ISBN 13: 9780415964548
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Zustand: New. Richard J. Morris is the Meyerson Distinguished Professor of Disability and Rehabilitation and Professor and Director of the School Psychology Program in the Department of Special Education, Rehabilitation, and School Psychology at The University of Ariz.
Verlag: Taylor & Francis Nov 2007, 2007
ISBN 10: 0415964547 ISBN 13: 9780415964548
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch. Zustand: Neu. Neuware - This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section a ' a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.