首页> 外文OA文献 >Correction to: Self-Directed Video Prompting and Least-to-Most Prompting: Examining Ways of Increasing Vocational Skill Acquisition Among Students with Autism Spectrum Disorder and Intellectual Disability

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Correction to: Self-Directed Video Prompting and Least-to-Most Prompting: Examining Ways of Increasing Vocational Skill Acquisition Among Students with Autism Spectrum Disorder and Intellectual Disability

机译：纠正：自我导向的视频提示和最不对最大的提示：检查具有自闭症谱系障碍和智力残疾学生职业技能获取的方法

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Gulnoza Yakubova; Louis Leibowitz; Briella L. Baer; Nada Halawani; Lauren Lestremau;
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1. Comparing self-directed video prompting to least-to-most prompting in post-secondary students with moderate intellectual disabilities [J] . Cannella-Malone Helen I., Chan Jeffrey M., Jimenez Eliseo D. International Journal of Developmental Disabilities . 2017,第4期

机译：将自我导向的视频提示在高级智力障碍的后辅助生中最不升级的
2. Comparing Mobile Technologies for Teaching Vocational Skills to Individuals with Autism Spectrum Disorders and/or Intellectual Disabilities Using Universally-Designed Prompting Systems [J] . Van Laarhoven Toni, Carreon Adam, Bonneau Wendy, Journal of autism and developmental disorders . 2018,第7期

机译：使用普遍设计的提示系统将移动技术与自闭症频谱障碍和/或智力障碍的个人进行教学技术
3. Video Self-Prompting and Mobile Technology to Increase Daily Living and Vocational Independence for Students with Autism Spectrum Disorders [J] . Sally Bereznak, Kevin M. Ayres, Linda C. Mechling, Journal of Developmental and Physical Disabilities . 2012,第3期

机译：视频自提示和移动技术可提高自闭症谱系障碍学生的日常生活和职业独立性
4. Response prompting for intelligent robot instruction of students with intellectual disabilities [C] . Reardon Christopher, Hao Zhang, Wright Rachel, IEEE International Symposium on Robot and Human Interactive Communication . 2015

机译：响应提示为智障学生提供智能机器人指导
5. Examining the effectiveness of an iPod Touch with video prompts to teach community based vocational tasks to students with intellectual disabilities and autism [D] . Huntington, Angela A. 2012

机译：通过视频提示检查iPod Touch的有效性，向智障和自闭症学生教授基于社区的职业任务
6. Teaching Young Adults with Intellectual Disability Grocery Shopping Skills in a Community Setting Using Least-to-Most Prompting [O] . Vanessa Gil, Kyle D. Bennett, Patricia M. Barbetta 2019

机译：在社区环境中使用最少的提示教有智力障碍的杂货店购物技巧的年轻人
7. Effects of Video Prompts on the Acquisition and Generalization of the Social Skill of Asking “Are You OK?”: Children With Moderate Intellectual Disabilities and Autism Spectrum Disorder [O] . Shinobu OGASAWARA, Koji TAKEUCHI 2020

机译：视频提示对询问社会技能的采集和泛化的影响“你还可以吗？”：具有中度智力障碍和自闭症谱系疾病的儿童
8. Genetic Testing for Developmental Disabilities, Intellectual Disability, and Autism Spectrum Disorder. Technical Brief Number 23. [R] . 2015

机译：发育障碍，智力残疾和自闭症谱系障碍的基因检测。技术摘要第23号。

Correction to: Self-Directed Video Prompting and Least-to-Most Prompting: Examining Ways of Increasing Vocational Skill Acquisition Among Students with Autism Spectrum Disorder and Intellectual Disability

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