A comparison of school psychologists' acceptability, training, and use of norm-referenced, curriculum-based, and brief experimental analysis methods to assess reading

School Psychology Review

Volumn 32, Issue 2, 2003, Pages 272-281

  Chafouleas, Sandra M ^a   Chris Riley Tillman, T ^b   Eckert, Tanya L ^c  

^a UNIVERSITY OF CONNECTICUT   (United States)

^b TEMPLE UNIVERSITY   (United States)

^c SYRACUSE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0042575204     PISSN: 02796015     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (17)

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