SUU Digital Library

You've searched:

All Collections
  • All fields: generalization
(20 results)



Display: 20

    • 1908, page 32

    • 1908, page 32
    •  

    • 32 SOUTHERN BRANCH sists largely of the working of problems involving the laws of Physics. Class room experiments are performed by the teacher whenever necessary to make a principle more comprehensible. The fifty experiments outlined in the...
    • Branch Normal School Catalogs
    • 1909, page 34

    • 1909, page 34
    •  

    • 34 SOUTHERN BRANCH. PHYSICAL SCIENCE. MR. DALLEY. Elementary Physics. This subject is given in the third year. Object: The object of the course is to give the students a general survey of the field of Physics, including a study of...
    • Branch Normal School Catalogs
    • 1910, page 40

    • 1910, page 40
    •  

    • 40 Course in Physics." The laboratory manual used is Millikan and Gale's. References: Hopkins' "Experimental Science," Desehanel "Natural Philosophy," Barne's "Practical Accoustics," Edser "Heat for Advanced Students," Daniell "Text Book of...
    • Branch Normal School Catalogs
    • 1911, page 40

    • 1911, page 40
    •  

    • 40 students individually, or in groups when necessary. Each student takes notes on the experiments at the time of performing them and records his results in a record book outside of the laboratory. General Chemistry. This consists of an...
    • Branch Normal School Catalogs
    • 1912, page 45

    • 1912, page 45
    •  

    • 45 forming them and records his results in a record book outside of the laboratory. General Chemistry. This consists of an elementary course in general chemistry and qualitative analysis. The elements of chemical theories and of important...
    • Branch Normal School Catalogs
    • Page 89

    • Page 89
    •  

    • STRAIGHT IS THE GATE 90 been organized for five years. Despite this amount of time, the process of shifting from assertive separation to assertive accommodation was not complete and not uniform throughout the community. I noticed that for those...
    • Scholar Archive
    • Page 5

    • Page 5
    •  

    • SOCIAL THINKING INTERVENTIONS Abstract This is a report on the effects of six weeks of social thinking cognitive behavior therapy done with two boys, one in first grade the other in second. Both subjects had a previous educational diagnosis of...
    • Scholar Archive
    • Page 15

    • Page 15
    •  

    • SOCIAL THINKING INTERVENTIONS form and maintain friendships. Simply putting them in a class with peers may have made their shortcomings more apparent, which in turn intensified their feelings of isolation. They functioned in a dearth of social...
    • Scholar Archive
    • Page 16

    • Page 16
    •  

    • SOCIAL THINKING INTERVENTIONS 15 with HFA. The three areas were emotion recognition, theory of mind, and real life problem solving. One of the unique aspects of this study was that parents attended a concurrent training aimed at improving their...
    • Scholar Archive
    • Page 19

    • Page 19
    •  

    • SOCIAL THINKING INTERVENTIONS to demonstrate the skill, but he or she does not demonstrate fluency at it yet. These deficits were remediated by providing multiple opportunities for practice of the targeted skill in non-threatening situations. When...
    • Scholar Archive
    • Page 20

    • Page 20
    •  

    • SOCIAL THINKING INTERVENTIONS 19 outcomes, from “ineffective” to “highly effective”. Based on their research, Gresham et al. (2001) provided a number of recommendations in designing an effective social skills intervention, including...
    • Scholar Archive
    • Page 24

    • Page 24
    •  

    • SOCIAL THINKING INTERVENTIONS 23 When therapists taught students the why behind how their behavior affected others, rather than simply responding to an extrinsic motivator, the behavior generalized to social situations across the day, rather than...
    • Scholar Archive
    • Page 25

    • Page 25
    •  

    • SOCIAL THINKING INTERVENTIONS programs. Lane et. al. defined organizing intervention groups as the third step in the process. Groups could be organized by class designation, skill deficit targeted, demographics, or even randomly. Training...
    • Scholar Archive
    • Page 28

    • Page 28
    •  

    • SOCIAL THINKING INTERVENTIONS 27 term development of social communicative behavior and expand the developmental gap between these children and their typical peers (para 1). Growing evidence in research literature has shown that children with autism...
    • Scholar Archive
    • Page 29

    • Page 29
    •  

    • SOCIAL THINKING INTERVENTIONS outcomes across age groups revealed that social skills interventions were most effective with secondary-age students “ (2007). Due to the findings of this literature review, a peer mediated group therapy approach in...
    • Scholar Archive
    • Page 33

    • Page 33
    •  

    • SOCIAL THINKING INTERVENTIONS The curriculum was based on two commercially available social thinking curriculums: Think Social! by Michelle Garcia Winner, and Super Hero Social Skills by Bill Jensen. Lessons were individually tailored to meet the...
    • Scholar Archive
    • Page 34

    • Page 34
    •  

    • SOCIAL THINKING INTERVENTIONS 33 decline participation for their students. Once participants were chosen, a social thinking curriculum tailored to their particular strengths and deficits was developed. The curriculum was implemented twice a week...
    • Scholar Archive
    • Page 47

    • Page 47
    •  

    • SOCIAL THINKING INTERVENTIONS vocabulary were the most helpful in the home environment. This vocabulary reminds students in an unthreatening manner to think about where they are and what they are doing, and what the social expectations of the...
    • Scholar Archive
    • Page 57

    • Page 57
    •  

    • PREFERENCES FOR GROUP LEADERSHIP STYLE 58 been dominant because group members select leaders who are similar to themselves, or leaders who they perceive will create the lowest levels of uncertainty. Contingency theory suggests that group leaders,...
    • Scholar Archive
    • Page 47

    • Page 47
    •  

    • U.S. Embassy 47 seems to stand alone in the text itself. There are no other metaphors on the page that support this metaphor in any way. I haven’t had much luck with any other metaphors that would allow me to really analyze the character of the...
    • Scholar Archive

QuickView

Display a larger image and more item information when the pointer pauses over a thumbnail
on off
 

Layout options:

Thumbnail with title
Grid with smaller thumbnails and more detail
Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK
Select the collections to add or remove from your search
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
 
OK