The effects of fading, modeling, prompting, and direct instruction on letter legibility for two preschool students with physical and developmental delays

Child and Family Behavior Therapy

Volumn 29, Issue 3, 2007, Pages 13-21

  Park, Christine ^a   Weber, Kimberly P ^b   McLaughlin, T F ^b  

^a State of Hawaii Public Schools ^*

^b GONZAGA UNIVERSITY   (United States)

Author keywords

Developmental delays; Fading; Letter legibility; Modeling; Physical; Preschool students; Prompting

Indexed keywords

EID: 34548269926     PISSN: 07317107     EISSN: 1545228X     Source Type: Journal    
DOI: 10.1300/J019v29n03_02     Document Type: Article

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