Using Self-Monitoring to Increase Following-Direction Skills of Students with Moderate to Severe Disabilities in General Education

Agran, Martin; Sinclair, Thomas; Alper, Sandra; Cavin, Michael; Wehmeyer, Michael L.; Hughes, Carolyn

dc.contributor.author	Agran, Martin
dc.contributor.author	Sinclair, Thomas
dc.contributor.author	Alper, Sandra
dc.contributor.author	Cavin, Michael
dc.contributor.author	Wehmeyer, Michael L.
dc.contributor.author	Hughes, Carolyn
dc.date.accessioned	2010-03-01T21:01:44Z
dc.date.available	2010-03-01T21:01:44Z
dc.date.issued	2005
dc.identifier.citation	Agran, M., Sinclair, T., Alper, S., Cavin, M., Wehmeyer, M., & Hughes, C. (2005). Using self-monitoring to increase following-direction skills of students with moderate to severe disabilities in general education. Education and Training in Developmental Disabilities, 40(1), 3-13.
dc.identifier.uri	http://hdl.handle.net/1808/5916
dc.language.iso	en_US
dc.publisher	Education and Training in Developmental Disabilities
dc.title	Using Self-Monitoring to Increase Following-Direction Skills of Students with Moderate to Severe Disabilities in General Education
dc.type	Article
dc.rights.accessrights	openAccess

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Beach Center Access to General Curriculum [7]
These archives contain examples of our work in Access to the General Curriculum. Access to the General Curriculum refers to the education of students with disabilities in the academic, extra-curricular, and other activities of the schools they attend.

Special Education Scholarly Works [297]

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