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ocn781614552 |
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OCoLC |
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20241006213017.0 |
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m o d |
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120326s2009 cau o 000 0 eng d |
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|a EBLCP
|b eng
|e pn
|c EBLCP
|d OCLCQ
|d LIV
|d OCLCO
|d OCLCF
|d DEBSZ
|d OCLCQ
|d ZCU
|d MERUC
|d ICG
|d OCLCQ
|d DKC
|d OCLCQ
|d OCLCO
|d OCLCQ
|d OCLCO
|d OCLCL
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| 020 |
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|a 9781608826391
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| 020 |
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|a 1608826392
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|a (OCoLC)781614552
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|a RJ506.A9 D457 2009
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| 049 |
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|a HCDD
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| 100 |
1 |
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|a Rehfeldt, Ruth Anne.
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| 245 |
1 |
0 |
|a Derived Relational Responding Applications for Learners with Autism and Other Developmental Disabilities :
|b a Progressive Guide to Change.
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| 260 |
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|a Oakland :
|b New Harbinger Publications,
|c 2009.
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| 300 |
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|a 1 online resource (650 pages)
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| 336 |
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|a text
|b txt
|2 rdacontent
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| 337 |
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|a computer
|b c
|2 rdamedia
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| 338 |
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|a online resource
|b cr
|2 rdacarrier
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| 505 |
0 |
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|a An Applied Behavioral Psychology of Language and Cognition; References; Introduction and Acknowledgments; References; 1. Reinforcer Identification Strategies and Teaching Learner Readiness Skills; Reinforcer Identification Strategies; Teaching Basic Learner Readiness Skills; Summary: Teaching Basic Learner-Readiness Skills; References; 2. The Assessment of Basic Learning Abilities (ABLA) and Its Relation to the Development of Stimulus Relations in Persons with Autism and Other Intellectual Disabilities; Discrimination Learning; The ABLA and Conditional Discriminations.
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| 505 |
8 |
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|a A Predictive Hierarchy of Discrimination Abilities: ABLA FindingsThe ABLA and Equivalence Relations; Future Research; References; 3. Observing Responses: Foundations of Higher-Order Verbal Operants; Building Listener Literacy for Children with Language Delays; Classifying Children's Prerequisite Foundations of Verbal Behavior as Listener Developmental Cusps; The Development of Very Early Observing Responses; Conditioning Observing Visual Stimuli; Conditioning Print Stimuli; Development of a Capacity for Sameness Across the Senses; Generalized Imitation as the Next Step.
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|a Research to a Theory of Verbal DevelopmentReferences; 4. Joint Attention and Social Referencing in Infancy as Precursors of Derived Relational Responding; Establishing the Prerequisite Skills for Joint Attention and Social Referencing; The Concept of Joint Attention; The Concept of Social Referencing; Concluding Comments; References; 5. Establishing Mand and Tact Repertoires; Skinner's Analysis of Verbal Behavior; Applying Skinner's Analysis of Language to Instruction; The Mand: Importance and Types; The Tact: Importance and Types; Summary and Recommendations for Teaching Mands and Tacts.
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| 504 |
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|a References6. Nonrelational and Relational Instructional Control; Nonrelational Instruction Following; Nonrelational Matching to Sample; Other Variables; Relevance to Generalized Relational Repertoires; Relational vs. Nonrelational Instructional Control; Conclusion; References; 7. Naming and Frames of Coordination; What Is Naming?; Frames of Coordination; Naming and Stimulus Categorization; Conclusion; References; APPENDIX Data Sheets for Categorization Procedure; Categorization Testing1; Multiple-Tact: Category Mixed; LISTENER TESTING3.
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| 505 |
8 |
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|a 8. Acquiring the Earliest Relational Operants: Coordination, Distinction, Opposition, Comparison, and HierarchyA General Overview of Behaviorally Oriented Language Programs; New Avenues in the Training of Language Abilities; General Recommendations for Training; Training the Basic Relational Operants; Concluding Comments; References; 9. Applying Relational Operants to Reading and Spelling; Reading as a Complex Skill with Multiple Components; Matching-to-Sample Procedures and Stimulus Equivalence to Teach Reading.
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| 500 |
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|a Relevant Aspects in Designing Procedures and a Curriculum for Teaching Rudimentary Reading.
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| 520 |
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|a By implementing the techniques described in Derived Relational Responding, techniques based on a breakthrough new understanding of how humans acquire and use language, clinicians can make significant progress with their clients with autism and other developmental disabilities, limiting the loss of cognitive and social functioning that typically results from these conditions.
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| 588 |
0 |
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|a Print version record.
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| 650 |
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|a Adolescent psychology.
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| 650 |
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|a Child psychology.
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| 650 |
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7 |
|a Adolescent psychology
|2 fast
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| 650 |
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7 |
|a Child psychology
|2 fast
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| 700 |
1 |
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|a Barnes-Holmes, Yvonne.
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| 700 |
1 |
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|a Hayes, Steven.
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| 758 |
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|i has work:
|a Derived relational responding (Text)
|1 https://id.oclc.org/worldcat/entity/E39PCG7QfjF4tbjbm6FgYwQCkP
|4 https://id.oclc.org/worldcat/ontology/hasWork
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| 776 |
0 |
8 |
|i Print version:
|a Rehfeldt, Ruth Anne.
|t Derived Relational Responding Applications for Learners with Autism and Other Developmental Disabilities : A Progressive Guide to Change.
|d Oakland : New Harbinger Publications, ©2009
|z 9781572245365
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| 856 |
4 |
0 |
|u https://ebookcentral.proquest.com/lib/holycrosscollege-ebooks/detail.action?docID=805088
|y Click for online access
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| 903 |
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|a EBC-AC
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| 994 |
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|a 92
|b HCD
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