School-based behavioral assessment :: informing prevention and intervention /
"Revised and expanded with the latest tools and strategies, this concise book offers guidance for effectively conducting social, emotional, and behavioral assessments in today's K-12 schools. The expert authors present foundational knowledge on assessment and data-based decision making at...
Gespeichert in:
| Hauptverfasser: | , , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New York, NY :
The Guilford Press, a division of Guilford Publications, Inc.,
[2021]
|
| Ausgabe: | Second edition. |
| Schriftenreihe: | Guilford practical intervention in the schools series.
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | "Revised and expanded with the latest tools and strategies, this concise book offers guidance for effectively conducting social, emotional, and behavioral assessments in today's K-12 schools. The expert authors present foundational knowledge on assessment and data-based decision making at all levels--whole schools, small groups, or individual students--within a multi-tiered system of support (MTSS). Chapters describe when, why, and how to use extant data, systematic direct observation, direct behavior rating, and rating scales. In a large-size format for easy photocopying, the book includes reproducible forms and templates. Purchasers get access to a Web page where they can download and print the reproducible materials. Subject areas/Key words: school psychology, behavior assessment for educators, multi-tiered systems of support, MTSS, assessing problem behavior, disruptive, universal screening, systematic direct observation, direct behavior ratings, progress monitoring, rating scales, instruments, classrooms, students, children, adolescents, PBIS Audience: School psychologists, classroom teachers, special educators, behavioral specialists, school counselors, and school social workers working with students ages 5-17 (grades K-12)"-- |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references and index. |
| ISBN: | 9781462545292 1462545297 9781462545278 1462545270 |
Internformat
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| 245 | 1 | 0 | |a School-based behavioral assessment : |b informing prevention and intervention / |c Sandra M. Chafouleas, Austin H. Johnson, T. Chris Riley-Tillman, Emily A. Iovino. |
| 250 | |a Second edition. | ||
| 264 | 1 | |a New York, NY : |b The Guilford Press, a division of Guilford Publications, Inc., |c [2021] | |
| 300 | |a 1 online resource | ||
| 336 | |a text |b txt |2 rdacontent | ||
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| 490 | 1 | |a The Guilford practical intervention in the schools series | |
| 588 | 0 | |a Online resource; title from PDF title page (EBSCO, viewed August 10, 2021). | |
| 504 | |a Includes bibliographical references and index. | ||
| 520 | |a "Revised and expanded with the latest tools and strategies, this concise book offers guidance for effectively conducting social, emotional, and behavioral assessments in today's K-12 schools. The expert authors present foundational knowledge on assessment and data-based decision making at all levels--whole schools, small groups, or individual students--within a multi-tiered system of support (MTSS). Chapters describe when, why, and how to use extant data, systematic direct observation, direct behavior rating, and rating scales. In a large-size format for easy photocopying, the book includes reproducible forms and templates. Purchasers get access to a Web page where they can download and print the reproducible materials. Subject areas/Key words: school psychology, behavior assessment for educators, multi-tiered systems of support, MTSS, assessing problem behavior, disruptive, universal screening, systematic direct observation, direct behavior ratings, progress monitoring, rating scales, instruments, classrooms, students, children, adolescents, PBIS Audience: School psychologists, classroom teachers, special educators, behavioral specialists, school counselors, and school social workers working with students ages 5-17 (grades K-12)"-- |c Provided by publisher | ||
| 505 | 0 | |a Cover -- Half Title Page -- Series Page -- Title Page -- Copyright -- About the Authors -- Preface -- Acknowledgments -- Contents -- 1. Introduction to School-Based Behavioral Assessment? -- Why Focus on School-Based Behavioral Assessment? -- Why Engage in Data-Based Decision Making? -- What Question Am I Trying to Answer? -- Which Data Will Best Answer the Question? -- What Resources Are Available to Collect These Data? -- Purpose of This Book -- 2. Getting Out of the Gate: Asking Questions to Drive the Assessment Process -- MTSS as a Framework for Behavioral Assessment | |
| 505 | 8 | |a The Core of MTSS: Data-Based Decision Making -- Assessment Considerations within MTSS -- Evaluation -- Diagnosis -- Screening -- Progress Monitoring -- This Book -- Prioritizing and Conceptualizing Behavior for Assessment -- Concluding Comments -- 3. Using Extant Data in Behavioral Assessment -- What Are Extant Data, and Why Use Them? -- What Types of Classwide Extant Data Might Be Available? -- Performance Summaries -- Work Samples -- Curriculum-Based Assessment -- What Types of Schoolwide Extant Data Might Be Available? -- Attendance Data -- Office Discipline Referrals | |
| 505 | 8 | |a Review of Student Records -- School Climate Surveys -- Outcomes from Behavior Management Plans -- How Do You Decide Which Information Might Be Useful? -- How Do You Summarize the Collected Data? -- What Are the Strengths Associated with Using Extant Data? -- Already Available and Accessible -- Reduced Risk of Reactivity -- Contextually Relevant -- What Are the Weaknesses Associated with Using Extant Data? -- Potentially Time-Consuming to Summarize -- May Provide a Limited Picture -- Challenge in Maintaining Consistent Use -- Unknown Psychometric Adequacy -- Concluding Comments | |
| 505 | 8 | |a 4. Systematic Direct Observation -- What Is SDO and Why Use It? -- What Are Specific Techniques That Utilize SDO? -- Continuous Observation Techniques -- Noncontinuous Observation Techniques -- What Is the Evidence for SDO? -- Defensibility -- Usability -- Repeatability -- Flexibility -- What Constructs Are Most Appropriate for This Measurement Method? -- How Would I Collect Data Using This Method? -- How Would I Summarize and Report Data Using SDO? -- What Strengths Are Associated with SDO Techniques? -- What Weaknesses Are Associated with SDO Techniques? | |
| 505 | 8 | |a Difficulty with Definition Specificity -- Reactivity -- Observer Error and Observer Drift -- Difficulty Monitoring Low-Frequency Behaviors -- Generalizability -- Concluding Comments -- 5. Direct Behavior Rating -- What Is DBR, and Why Use It? -- Who Can Use DBR? -- Training -- What Is the Evidence for Using DBR? -- Defensibility -- Usability -- Repeatability -- Flexibility -- What Constructs Are Most Appropriate to Measure with DBR? -- Academically Engaged Behavior -- Respectful Behavior -- Disruptive Behavior -- Other Behavior Targets -- What Are Appropriate Uses for DBR? -- DBR in Screening | |
| 650 | 0 | |a Behavioral assessment of children. |0 http://id.loc.gov/authorities/subjects/sh85012902 | |
| 650 | 0 | |a Children with disabilities |x Education. |0 http://id.loc.gov/authorities/subjects/sh85058692 | |
| 650 | 0 | |a Learning disabled children |x Education. | |
| 650 | 0 | |a Educational psychology. |0 http://id.loc.gov/authorities/subjects/sh85041141 | |
| 650 | 2 | |a Psychology, Educational |0 https://id.nlm.nih.gov/mesh/D011588 | |
| 650 | 6 | |a Analyse comportementale des enfants. | |
| 650 | 6 | |a Enfants handicapés |x Éducation. | |
| 650 | 6 | |a Enfants en difficulté d'apprentissage |x Éducation. | |
| 650 | 6 | |a Psychopédagogie. | |
| 650 | 7 | |a Behavioral assessment of children |2 fast | |
| 650 | 7 | |a Children with disabilities |x Education |2 fast | |
| 650 | 7 | |a Educational psychology |2 fast | |
| 650 | 7 | |a Learning disabled children |x Education |2 fast | |
| 700 | 1 | |a Johnson, Austin H., |e author. |0 http://id.loc.gov/authorities/names/n2020049892 | |
| 700 | 1 | |a Riley-Tillman, T. Chris, |e author. |0 http://id.loc.gov/authorities/names/n2007037360 | |
| 700 | 1 | |a Iovino, Emily A., |e author. |0 http://id.loc.gov/authorities/names/n2020049893 | |
| 758 | |i has work: |a School-based behavioral assessment (Text) |1 https://id.oclc.org/worldcat/entity/E39PCGD8TBrFwrGYq66bC6J4Md |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Chafouleas, Sandra M. |t School-Based Behavioral Assessment, Second Edition : Informing Prevention and Intervention. |d New York : Guilford Publications, ©2021 |z 9781462545261 |
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Datensatz im Suchindex
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| adam_text | |
| any_adam_object | |
| author | Chafouleas, Sandra Johnson, Austin H. Riley-Tillman, T. Chris Iovino, Emily A. |
| author_GND | http://id.loc.gov/authorities/names/n2004102337 http://id.loc.gov/authorities/names/n2020049892 http://id.loc.gov/authorities/names/n2007037360 http://id.loc.gov/authorities/names/n2020049893 |
| author_facet | Chafouleas, Sandra Johnson, Austin H. Riley-Tillman, T. Chris Iovino, Emily A. |
| author_role | aut aut aut aut |
| author_sort | Chafouleas, Sandra |
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| bvnumber | localFWS |
| callnumber-first | L - Education |
| callnumber-label | LB1124 |
| callnumber-raw | LB1124 .C43 2021 |
| callnumber-search | LB1124 .C43 2021 |
| callnumber-sort | LB 41124 C43 42021 |
| callnumber-subject | LB - Theory and Practice of Education |
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| contents | Cover -- Half Title Page -- Series Page -- Title Page -- Copyright -- About the Authors -- Preface -- Acknowledgments -- Contents -- 1. Introduction to School-Based Behavioral Assessment? -- Why Focus on School-Based Behavioral Assessment? -- Why Engage in Data-Based Decision Making? -- What Question Am I Trying to Answer? -- Which Data Will Best Answer the Question? -- What Resources Are Available to Collect These Data? -- Purpose of This Book -- 2. Getting Out of the Gate: Asking Questions to Drive the Assessment Process -- MTSS as a Framework for Behavioral Assessment The Core of MTSS: Data-Based Decision Making -- Assessment Considerations within MTSS -- Evaluation -- Diagnosis -- Screening -- Progress Monitoring -- This Book -- Prioritizing and Conceptualizing Behavior for Assessment -- Concluding Comments -- 3. Using Extant Data in Behavioral Assessment -- What Are Extant Data, and Why Use Them? -- What Types of Classwide Extant Data Might Be Available? -- Performance Summaries -- Work Samples -- Curriculum-Based Assessment -- What Types of Schoolwide Extant Data Might Be Available? -- Attendance Data -- Office Discipline Referrals Review of Student Records -- School Climate Surveys -- Outcomes from Behavior Management Plans -- How Do You Decide Which Information Might Be Useful? -- How Do You Summarize the Collected Data? -- What Are the Strengths Associated with Using Extant Data? -- Already Available and Accessible -- Reduced Risk of Reactivity -- Contextually Relevant -- What Are the Weaknesses Associated with Using Extant Data? -- Potentially Time-Consuming to Summarize -- May Provide a Limited Picture -- Challenge in Maintaining Consistent Use -- Unknown Psychometric Adequacy -- Concluding Comments 4. Systematic Direct Observation -- What Is SDO and Why Use It? -- What Are Specific Techniques That Utilize SDO? -- Continuous Observation Techniques -- Noncontinuous Observation Techniques -- What Is the Evidence for SDO? -- Defensibility -- Usability -- Repeatability -- Flexibility -- What Constructs Are Most Appropriate for This Measurement Method? -- How Would I Collect Data Using This Method? -- How Would I Summarize and Report Data Using SDO? -- What Strengths Are Associated with SDO Techniques? -- What Weaknesses Are Associated with SDO Techniques? Difficulty with Definition Specificity -- Reactivity -- Observer Error and Observer Drift -- Difficulty Monitoring Low-Frequency Behaviors -- Generalizability -- Concluding Comments -- 5. Direct Behavior Rating -- What Is DBR, and Why Use It? -- Who Can Use DBR? -- Training -- What Is the Evidence for Using DBR? -- Defensibility -- Usability -- Repeatability -- Flexibility -- What Constructs Are Most Appropriate to Measure with DBR? -- Academically Engaged Behavior -- Respectful Behavior -- Disruptive Behavior -- Other Behavior Targets -- What Are Appropriate Uses for DBR? -- DBR in Screening |
| ctrlnum | (OCoLC)1263184157 |
| dewey-full | 370.15/28 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 370 - Education |
| dewey-raw | 370.15/28 |
| dewey-search | 370.15/28 |
| dewey-sort | 3370.15 228 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | Second edition. |
| format | Electronic eBook |
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| id | ZDB-4-EBA-on1263184157 |
| illustrated | Not Illustrated |
| indexdate | 2024-11-27T13:30:21Z |
| institution | BVB |
| isbn | 9781462545292 1462545297 9781462545278 1462545270 |
| language | English |
| oclc_num | 1263184157 |
| open_access_boolean | |
| owner | MAIN DE-863 DE-BY-FWS |
| owner_facet | MAIN DE-863 DE-BY-FWS |
| physical | 1 online resource |
| psigel | ZDB-4-EBA |
| publishDate | 2021 |
| publishDateSearch | 2021 |
| publishDateSort | 2021 |
| publisher | The Guilford Press, a division of Guilford Publications, Inc., |
| record_format | marc |
| series | Guilford practical intervention in the schools series. |
| series2 | The Guilford practical intervention in the schools series |
| spelling | Chafouleas, Sandra, author. http://id.loc.gov/authorities/names/n2004102337 School-based behavioral assessment : informing prevention and intervention / Sandra M. Chafouleas, Austin H. Johnson, T. Chris Riley-Tillman, Emily A. Iovino. Second edition. New York, NY : The Guilford Press, a division of Guilford Publications, Inc., [2021] 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier The Guilford practical intervention in the schools series Online resource; title from PDF title page (EBSCO, viewed August 10, 2021). Includes bibliographical references and index. "Revised and expanded with the latest tools and strategies, this concise book offers guidance for effectively conducting social, emotional, and behavioral assessments in today's K-12 schools. The expert authors present foundational knowledge on assessment and data-based decision making at all levels--whole schools, small groups, or individual students--within a multi-tiered system of support (MTSS). Chapters describe when, why, and how to use extant data, systematic direct observation, direct behavior rating, and rating scales. In a large-size format for easy photocopying, the book includes reproducible forms and templates. Purchasers get access to a Web page where they can download and print the reproducible materials. Subject areas/Key words: school psychology, behavior assessment for educators, multi-tiered systems of support, MTSS, assessing problem behavior, disruptive, universal screening, systematic direct observation, direct behavior ratings, progress monitoring, rating scales, instruments, classrooms, students, children, adolescents, PBIS Audience: School psychologists, classroom teachers, special educators, behavioral specialists, school counselors, and school social workers working with students ages 5-17 (grades K-12)"-- Provided by publisher Cover -- Half Title Page -- Series Page -- Title Page -- Copyright -- About the Authors -- Preface -- Acknowledgments -- Contents -- 1. Introduction to School-Based Behavioral Assessment? -- Why Focus on School-Based Behavioral Assessment? -- Why Engage in Data-Based Decision Making? -- What Question Am I Trying to Answer? -- Which Data Will Best Answer the Question? -- What Resources Are Available to Collect These Data? -- Purpose of This Book -- 2. Getting Out of the Gate: Asking Questions to Drive the Assessment Process -- MTSS as a Framework for Behavioral Assessment The Core of MTSS: Data-Based Decision Making -- Assessment Considerations within MTSS -- Evaluation -- Diagnosis -- Screening -- Progress Monitoring -- This Book -- Prioritizing and Conceptualizing Behavior for Assessment -- Concluding Comments -- 3. Using Extant Data in Behavioral Assessment -- What Are Extant Data, and Why Use Them? -- What Types of Classwide Extant Data Might Be Available? -- Performance Summaries -- Work Samples -- Curriculum-Based Assessment -- What Types of Schoolwide Extant Data Might Be Available? -- Attendance Data -- Office Discipline Referrals Review of Student Records -- School Climate Surveys -- Outcomes from Behavior Management Plans -- How Do You Decide Which Information Might Be Useful? -- How Do You Summarize the Collected Data? -- What Are the Strengths Associated with Using Extant Data? -- Already Available and Accessible -- Reduced Risk of Reactivity -- Contextually Relevant -- What Are the Weaknesses Associated with Using Extant Data? -- Potentially Time-Consuming to Summarize -- May Provide a Limited Picture -- Challenge in Maintaining Consistent Use -- Unknown Psychometric Adequacy -- Concluding Comments 4. Systematic Direct Observation -- What Is SDO and Why Use It? -- What Are Specific Techniques That Utilize SDO? -- Continuous Observation Techniques -- Noncontinuous Observation Techniques -- What Is the Evidence for SDO? -- Defensibility -- Usability -- Repeatability -- Flexibility -- What Constructs Are Most Appropriate for This Measurement Method? -- How Would I Collect Data Using This Method? -- How Would I Summarize and Report Data Using SDO? -- What Strengths Are Associated with SDO Techniques? -- What Weaknesses Are Associated with SDO Techniques? Difficulty with Definition Specificity -- Reactivity -- Observer Error and Observer Drift -- Difficulty Monitoring Low-Frequency Behaviors -- Generalizability -- Concluding Comments -- 5. Direct Behavior Rating -- What Is DBR, and Why Use It? -- Who Can Use DBR? -- Training -- What Is the Evidence for Using DBR? -- Defensibility -- Usability -- Repeatability -- Flexibility -- What Constructs Are Most Appropriate to Measure with DBR? -- Academically Engaged Behavior -- Respectful Behavior -- Disruptive Behavior -- Other Behavior Targets -- What Are Appropriate Uses for DBR? -- DBR in Screening Behavioral assessment of children. http://id.loc.gov/authorities/subjects/sh85012902 Children with disabilities Education. http://id.loc.gov/authorities/subjects/sh85058692 Learning disabled children Education. Educational psychology. http://id.loc.gov/authorities/subjects/sh85041141 Psychology, Educational https://id.nlm.nih.gov/mesh/D011588 Analyse comportementale des enfants. Enfants handicapés Éducation. Enfants en difficulté d'apprentissage Éducation. Psychopédagogie. Behavioral assessment of children fast Children with disabilities Education fast Educational psychology fast Learning disabled children Education fast Johnson, Austin H., author. http://id.loc.gov/authorities/names/n2020049892 Riley-Tillman, T. Chris, author. http://id.loc.gov/authorities/names/n2007037360 Iovino, Emily A., author. http://id.loc.gov/authorities/names/n2020049893 has work: School-based behavioral assessment (Text) https://id.oclc.org/worldcat/entity/E39PCGD8TBrFwrGYq66bC6J4Md https://id.oclc.org/worldcat/ontology/hasWork Print version: Chafouleas, Sandra M. School-Based Behavioral Assessment, Second Edition : Informing Prevention and Intervention. New York : Guilford Publications, ©2021 9781462545261 Guilford practical intervention in the schools series. http://id.loc.gov/authorities/names/n2001093684 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2706941 Volltext |
| spellingShingle | Chafouleas, Sandra Johnson, Austin H. Riley-Tillman, T. Chris Iovino, Emily A. School-based behavioral assessment : informing prevention and intervention / Guilford practical intervention in the schools series. Cover -- Half Title Page -- Series Page -- Title Page -- Copyright -- About the Authors -- Preface -- Acknowledgments -- Contents -- 1. Introduction to School-Based Behavioral Assessment? -- Why Focus on School-Based Behavioral Assessment? -- Why Engage in Data-Based Decision Making? -- What Question Am I Trying to Answer? -- Which Data Will Best Answer the Question? -- What Resources Are Available to Collect These Data? -- Purpose of This Book -- 2. Getting Out of the Gate: Asking Questions to Drive the Assessment Process -- MTSS as a Framework for Behavioral Assessment The Core of MTSS: Data-Based Decision Making -- Assessment Considerations within MTSS -- Evaluation -- Diagnosis -- Screening -- Progress Monitoring -- This Book -- Prioritizing and Conceptualizing Behavior for Assessment -- Concluding Comments -- 3. Using Extant Data in Behavioral Assessment -- What Are Extant Data, and Why Use Them? -- What Types of Classwide Extant Data Might Be Available? -- Performance Summaries -- Work Samples -- Curriculum-Based Assessment -- What Types of Schoolwide Extant Data Might Be Available? -- Attendance Data -- Office Discipline Referrals Review of Student Records -- School Climate Surveys -- Outcomes from Behavior Management Plans -- How Do You Decide Which Information Might Be Useful? -- How Do You Summarize the Collected Data? -- What Are the Strengths Associated with Using Extant Data? -- Already Available and Accessible -- Reduced Risk of Reactivity -- Contextually Relevant -- What Are the Weaknesses Associated with Using Extant Data? -- Potentially Time-Consuming to Summarize -- May Provide a Limited Picture -- Challenge in Maintaining Consistent Use -- Unknown Psychometric Adequacy -- Concluding Comments 4. Systematic Direct Observation -- What Is SDO and Why Use It? -- What Are Specific Techniques That Utilize SDO? -- Continuous Observation Techniques -- Noncontinuous Observation Techniques -- What Is the Evidence for SDO? -- Defensibility -- Usability -- Repeatability -- Flexibility -- What Constructs Are Most Appropriate for This Measurement Method? -- How Would I Collect Data Using This Method? -- How Would I Summarize and Report Data Using SDO? -- What Strengths Are Associated with SDO Techniques? -- What Weaknesses Are Associated with SDO Techniques? Difficulty with Definition Specificity -- Reactivity -- Observer Error and Observer Drift -- Difficulty Monitoring Low-Frequency Behaviors -- Generalizability -- Concluding Comments -- 5. Direct Behavior Rating -- What Is DBR, and Why Use It? -- Who Can Use DBR? -- Training -- What Is the Evidence for Using DBR? -- Defensibility -- Usability -- Repeatability -- Flexibility -- What Constructs Are Most Appropriate to Measure with DBR? -- Academically Engaged Behavior -- Respectful Behavior -- Disruptive Behavior -- Other Behavior Targets -- What Are Appropriate Uses for DBR? -- DBR in Screening Behavioral assessment of children. http://id.loc.gov/authorities/subjects/sh85012902 Children with disabilities Education. http://id.loc.gov/authorities/subjects/sh85058692 Learning disabled children Education. Educational psychology. http://id.loc.gov/authorities/subjects/sh85041141 Psychology, Educational https://id.nlm.nih.gov/mesh/D011588 Analyse comportementale des enfants. Enfants handicapés Éducation. Enfants en difficulté d'apprentissage Éducation. Psychopédagogie. Behavioral assessment of children fast Children with disabilities Education fast Educational psychology fast Learning disabled children Education fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85012902 http://id.loc.gov/authorities/subjects/sh85058692 http://id.loc.gov/authorities/subjects/sh85041141 https://id.nlm.nih.gov/mesh/D011588 |
| title | School-based behavioral assessment : informing prevention and intervention / |
| title_auth | School-based behavioral assessment : informing prevention and intervention / |
| title_exact_search | School-based behavioral assessment : informing prevention and intervention / |
| title_full | School-based behavioral assessment : informing prevention and intervention / Sandra M. Chafouleas, Austin H. Johnson, T. Chris Riley-Tillman, Emily A. Iovino. |
| title_fullStr | School-based behavioral assessment : informing prevention and intervention / Sandra M. Chafouleas, Austin H. Johnson, T. Chris Riley-Tillman, Emily A. Iovino. |
| title_full_unstemmed | School-based behavioral assessment : informing prevention and intervention / Sandra M. Chafouleas, Austin H. Johnson, T. Chris Riley-Tillman, Emily A. Iovino. |
| title_short | School-based behavioral assessment : |
| title_sort | school based behavioral assessment informing prevention and intervention |
| title_sub | informing prevention and intervention / |
| topic | Behavioral assessment of children. http://id.loc.gov/authorities/subjects/sh85012902 Children with disabilities Education. http://id.loc.gov/authorities/subjects/sh85058692 Learning disabled children Education. Educational psychology. http://id.loc.gov/authorities/subjects/sh85041141 Psychology, Educational https://id.nlm.nih.gov/mesh/D011588 Analyse comportementale des enfants. Enfants handicapés Éducation. Enfants en difficulté d'apprentissage Éducation. Psychopédagogie. Behavioral assessment of children fast Children with disabilities Education fast Educational psychology fast Learning disabled children Education fast |
| topic_facet | Behavioral assessment of children. Children with disabilities Education. Learning disabled children Education. Educational psychology. Psychology, Educational Analyse comportementale des enfants. Enfants handicapés Éducation. Enfants en difficulté d'apprentissage Éducation. Psychopédagogie. Behavioral assessment of children Children with disabilities Education Educational psychology Learning disabled children Education |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2706941 |
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