Relationship of preschool special education outcomes to instructional practices and parent-child interaction

Research in Developmental Disabilities

Volumn 25, Issue 6, 2004, Pages 539-558

  Mahoney, Gerald ^a   Wheeden, C Abigail ^a   Perales, Frida ^a  

^a CASE WESTERN RESERVE UNIVERSITY   (United States)

Author keywords

parent child; Preschool special education; teacher style

Indexed keywords

ARTICLE; CHILD; CHILD PARENT RELATION; EDUCATION; FEMALE; HUMAN; MAJOR CLINICAL STUDY; MALE; MATERNAL BEHAVIOR; RATING SCALE; REGRESSION ANALYSIS; TEACHER;

AUTISTIC DISORDER; CHILD; CHILD, PRESCHOOL; COOPERATIVE BEHAVIOR; DEVELOPMENTAL DISABILITIES; DISABLED CHILDREN; EARLY INTERVENTION (EDUCATION); EDUCATION, SPECIAL; EDUCATIONAL STATUS; FEMALE; FOLLOW-UP STUDIES; HUMANS; LANGUAGE DEVELOPMENT DISORDERS; MALE; OHIO; OUTCOME AND PROCESS ASSESSMENT (HEALTH CARE); PARENT-CHILD RELATIONS; PROFESSIONAL-FAMILY RELATIONS;

EID: 8444244961     PISSN: 08914222     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.ridd.2004.04.001     Document Type: Article

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