Show simple item record

dc.contributor.authorBeals, Mark Graydon, 1926-
dc.creatorBeals, Mark Graydon, 1926-en_US
dc.date.accessioned2013-04-25T10:38:52Z
dc.date.available2013-04-25T10:38:52Z
dc.date.issued1968en_US
dc.identifier.urihttp://hdl.handle.net/10150/285016
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.subjectChildren with mental disabilities -- Education.en_US
dc.titleTHE EFFECT OF SELF-EXPRESSIVE ACTIVITY BY EDUCABLE MENTAL RETARDATES UPONTHEIR SELF-CONCEPT, VERBALIZATION, AND PERFORMANCEen_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.identifier.oclc29851346en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.identifier.proquest6904043en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Educationen_US
thesis.degree.namePh.D.en_US
dc.identifier.bibrecord.b3134592xen_US
refterms.dateFOA2018-07-03T02:52:58Z


Files in this item

Thumbnail
Name:
azu_td_6904043_sip1_m.pdf
Size:
4.237Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record