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dc.contributor.authorSchnaps, Laura Sue Schwimmer
dc.creatorSchnaps, Laura Sue Schwimmeren_US
dc.date.accessioned2013-03-21T11:33:42Z
dc.date.available2013-03-21T11:33:42Z
dc.date.issued1982en_US
dc.identifier.urihttp://hdl.handle.net/10150/274612
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectDevelopmentally disabled children -- Education.en_US
dc.subjectMainstreaming in education -- United States.en_US
dc.titleEFFECT OF TEACHER INSTRUCTION AND PEER MODELING ON SKILL ACQUISITION OF DEVELOPMENTALLY DISABLED PRESCHOOL CHILDRENen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
dc.identifier.oclc11929552en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1319463en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplinePsychologyen_US
thesis.degree.nameM.A.en_US
dc.identifier.bibrecord.b15040057en_US
refterms.dateFOA2018-05-27T23:02:54Z


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