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Problem Solving Skills and Learning Strategies of Students
No preview available - 2009
activating the toys adult model applied toward activating assessment and intervention Assessment Intervention Setsa behaviors child child's level classroom programming cognitively conditioned responses interferred contextual cues day of assessment day of intervention factors familiar and unfamiliar Familiar Unfamiliar Familiar Familiar Unfamiliar I-II-III functional usage Set highest number increase the student's infants intervention phase intervention sessions Intervention Setsa Familiar intrinsic motivation learning style Melissa modeling procedure modeling strategy Modeling the functional number includes number of types number of unsuccessful order of presentation percentage of successful presents the number problem solving skills salient set presentation Setsa Familiar Unfamiliar step component toy step motor movement strategies employed strategies in intervention strategies the student student functionally SUBJECT ONE Assessment Subject One showed successful and unsuccessful successful strategies attempted Table three component toys total number toy was highest toys in Set types of strategies Unfamiliar Familiar Unfamiliar unfamiliar toys USAGE OF SET visual field