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Unlocking Python : a comprehensive guide for beginners / by Mitchell, Ryan(Ryan E.),author.;
Introduction to programming -- Programming tools -- About Python -- Installing and running Python -- Python quickstart -- Lists and strings -- Dictionaries, sets, and tuples -- Other types of objects -- Iterables, iterators, generators, and loops -- Functions -- Classes -- Writing cleaner code -- Errors and exceptions -- Modules and packages -- Working with files -- Logging -- Threads and processes -- Databases -- Unit testing -- REST APIs and Flask -- Django -- Web scraping and Scrapy -- Data analysis with NumPy and Pandas -- Machine learning with Matplotlib and Scikit-Learn."In Unlocking Python: A Comprehensive Guide for Beginners, veteran software engineer, educator, and author Ryan Mitchell delivers an intuitive, engaging, and practical roadmap to Python programming. The author walks you through the vocabulary, tools, foundational knowledge, and occasional pop-culture references you'll need to hone your skills with this popular programming language. You'll learn how to install and run Python on your own machine, get up and coding with the language quickly, and best practices for programming both independently and in the workplace. You'll also find: Key concepts in computer and data science explained from the ground up Advanced Python topics such as logging, unit testing, multiprocessing, and interacting with databases. Introductions to some of Python's most popular third-party libraries: Flask, Django, Scrapy, Scikit-Learn, Numpy, and Pandas Amusing anecdotes from the trenches of industry Perfect for tech-savvy professionals at any stage of their careers who are interested in diving into Python programming. Unlocking Python is also a must-read for readers who work in a technical role but are interested in getting more directly involved with programming, as well as non-Python programmers who want to apply their technical skill to a new language." -- Amazon.
Subjects: Handbooks and manuals.; Python (Computer program language); Scripting languages (Computer science); Computer programming.;
Available copies: 1 / Total copies: 2
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The educational role of the museum / by Hooper-Greenhill, Eilean,1945-(CARDINAL)324803;
Includes bibliographical references and index.
Subjects: Museums and schools.; Museums and schools; Museums; Museums;
Available copies: 1 / Total copies: 2
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Reading academy. [video-enabled device] : early developing. by Findaway World, LLC.(CARDINAL)345268;
Basic Phonics 2 -- Sight Words Friends -- My Llama's Pajamas -- The Adventures of Bully Bee Gone -- Aggie the Brave: A Visit to the Vet -- The Dragon Who Blew Bubble -- Carly's Special Freckles -- Slumberkins Presents: Fox -- Slumberkins Presents: Hammerhead -- Slumberkins Presents: Honey Bear -- Slumberkins Presents: Narwhal -- CC Reading: Phonics and Word Recognition.Basic phonics 2 -- Sight words. Friends -- My llama's pajamas -- The adventures of Bully Bee Gone -- Aggie the brave. A visit to the vet -- The dragon who blew bubble -- Carly's special freckles -- Slumberkins presents. Alpaca -- Slumberkins presents. Fox -- Slumberkins presents. Hammerhead -- Slumberkins presents. Honey Bear -- Slumberkins presents. Narwhal -- CC reading. Phonics and word recognition.Ben is taking his dog, Aggie, to the vet to get spayed. When Aggie is nervous, Ben courageously says, "Be brave, Aggie!" This heartwarming story highlights the strong bond between child and pet, and acknowledges how hard it can be when your best friend isn't nearby. Speakaboos' parent app, HOMER, is a proven early learning program that builds personalized learning plans for children ages 2-8 - complete with stories like this!Practice phonemic awareness skills with short segments of fun. Choose your language pattern and make pairs, drag and drop letter combinations, tap the words, rhyme words, sound hunt, and make pairs.Find out why this freckle-filled story is so special.This high-definition program meets all of the Common Core kindergarten standards. Kids will: know and apply grade-level phonics and word analysis skills in decoding words both in isolation and in text; attain a basic knowledge of one-to-one letter-sound correspondences by producing the primary sounds or many of the most frequent sounds for each consonant; associate the long and short sounds with common spellings (graphemes) for the five major vowels; identify which letters represent the five major vowels [Aa, Ee, Ii, Oo, and Uu]; and know the long and short sound of each vowel.The llama is wearing my pajamas! What a funny llama.The 6 games in Parrotfish Sight Words make learning fun and enjoyable with real game play and rewards.Alpacas are strong and have always shown that they can carry the weight, so you don't have to alone ...Sometimes big change happens in our lives. It can be sudden and hard to deal with. Fox's story helps little ones understand change and how to cope with it.Hammerhead is full of energy and just wants to have fun at recess. But, when a classmate won't let Hammerhead play on the swings, Hammerhead's excitement quickly turns to anger. Follow along on Hammerhead's journey, to see if he can make things right and turn his anger into calm.Honey Bear is here to help little ones appreciate the world around them. The sweet storyline and positive affirmations help children learn and practice gratitude, mindfulness and connecting with others."If I see a problem, I can fix it... If I don't know what to do, I can always ask for help." Jump in the ocean and swim along with Narwhal, as he discovers how to make a difference in the world around him.Oh no! There is a bully at school and he won't leave John alone. Don't worry! Bully Bee Gone is here to save the day!Prince Drew, the dragon, is different from his brothers. Drew learns being different is what makes him special."This 5-level guided reading system helps kids master verbal, reading, and writing skills--starting at any level. Every app, storybook, and video has been hand-selected to help kids gain the knowledge they need to transition from learning-to-read to reading-to-learn. Early Developing packs are ideal for readers who have reached the following milestones: Participates in collaborative conversation; Asks questions to clarify uncertainty; Understands the organization of print; Distinguishes long versus short vowel words; Writes text with simple facts; Begins to spell long vowel words with patterns"--Ages 5+.Fountas & PinnellLexile
Subjects: Educational games.; Literacy; Reading; Vocabulary; Literacy.; Reading; Vocabulary.;
Available copies: 4 / Total copies: 5
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Planning programs for adult learners : a practical guide for educators, trainers, and staff developers / by Caffarella, Rosemary S.(Rosemary Shelly),1946-(CARDINAL)267773;
Includes bibliographical references (pages 376-394) and index.
Subjects: Adult education; Adult education;
Available copies: 2 / Total copies: 2
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Photovoltaics : design and installation manual : renewable energy education for a sustainable future / by Solar Energy International.(CARDINAL)548019;
Includes bibliographical references (pages 297-310) and index.
Subjects: Handbooks and manuals.; Photovoltaic power generation.; Photovoltaic power systems.; Solar energy.; Solar energy;
Available copies: 1 / Total copies: 2
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iGen : why today's super-connected kids are growing up less rebellious, more tolerant, less happy-- and completely unprepared for adulthood (and what this means for the rest of us) / by Twenge, Jean M.,1971-author.(CARDINAL)476624;
Includes bibliographical references (page 317-333) and index."They were born after 1995. They grew up with cell phones, had an Instagram page before they started high school, and do not remember a time before the Internet. They are different from any generation that came before them. They are one in four Americans. They are iGen. And they have arrived."--Book jacket"In this fascinating and lively book, Dr. Jean Twenge offers a revelatory portrait of a new generation that is growing up more slowly and more anxious--but also more tolerant and more safe--than any generation in history. They stay away from grown-up temptations like alcohol and sex, but they also avoid grown-up responsibilities, like learning to drive, moving out of the house, and gaining financial independence. They're open-minded, forward-thinking, and prudent in ways that previous generations of young people were not. The traits and trends of iGen can seem puzzling or even counterintuitive, but if we want to interact with them successfully--to parent them, to teach them, to work with them, to market to them--we need to understand who they are and why they behave in the ways that they do. With generational divides that are deeper and wider than ever, parents, educators, and employers have an urgent need to understand today's rising generation of teens and young adults who are just starting to enter the workforce. As social media and texting replace other recreational activities and ways of communicating, iGen'ers spend less time with their friends and loved ones in person--which perhaps explains why they are experiencing unprecedented levels of anxiety, depression, and loneliness. But technology is not the only thing that makes iGen distinct. Through her extensive research, revelatory interviews, and deep analysis of data drawn from more than 11 million respondents over multiple decades, Dr. Twenge demonstrates that iGen's uniqueness also lies in how they spend their time, how they behave, and in their surprising attitudes toward religion, sexuality, and politics. As this new group of young people grows into adulthood, we all need to understand them. Because where iGen goes, so goes our nation--and the world."--Book jacket
Subjects: Youth; Young adults; Internet and teenagers.; Internet; Social media; Youth.; Social media.;
Available copies: 11 / Total copies: 14
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Creating cultures of thinking : the 8 forces we must master to truly transform our schools / by Ritchhart, Ron.(CARDINAL)830534;
Includes bibliographical references and index.Machine generated contents note: List of Tables and Figures Acknowledgments About the Author Introduction: Demystifying Group and Organizational Culture A New Standard for Education The Forces that Shape Culture Tools for Transformation Chapter 1. The Purpose and Promise of Schools Thinking Differently about Outcomes Teaching as Enculturation Culture as the Enactment of a Story Uncovering the Old Story Taking a Hard Look at the Current Story Crafting a Different Story for Schools Enacting Our New Story, Realizing Our Vision Uncovering the Story of Your School or Classroom Chapter 2. Expectations: Recognizing How Our Beliefs Shape Our Behavior Focusing Students on the Learning vs. the Work Teaching for Understanding vs. Knowledge Encouraging Deep vs. Surface Learning Strategies Encouraging Independence vs. Dependence Developing a Growth vs. a Fixed Mindset Exploring and Developing Expectations Chapter 3. Language: Appreciating Its Subtle Yet Profound Power The Language of Thinking The Language of Community The Language of Identity The Language of Initiative The Language of Mindfulness The Language of Praise and Feedback Conclusion Becoming Proficient Users of the Languages of the Classroom Chapter 4. Time: Learning to Be Its Master Rather than Its Victim Recognizing Time as a Statement of Values Learn to Prioritize and Always Prioritize Learning Giving Thinking Time Invest Time to Make Time Manage Energy Not Time It's Time to Rethink Time Rethinking Time Chapter 5. Modeling: Seeing Ourselves through Our Students' Eyes Dispositional Apprenticeship: Being Role Models of Learning and Thinking Cognitive Apprenticeship: Making Our Thinking Visible Gradual Release of Responsibility: Modeling for Independence Interactive Modeling: Learning from Examples, Practice, and Reflection Learning from Models Modeling for the Development of Thinking, Learning, and Independence Chapter 6. Opportunities: Crafting the Vehicles for Learning Constructing Character: UsingMathematics to Understand Othello's Iago VoiceThread: Using Story Telling to Understand Migration Music 2 Save Music Categorizing, Recognizing, and Realizing Learning Opportunities Analyzing and Creating Opportunities for Learning Chapter 7. Routines: Crafting the Vehicles for Learning A Routine Is More than an Activity Using Claim-Support-Question to Delve into Number Theory in Fifth Grade More Than a Game: Differentiating Mathematics in Second Grade Making CSQ Fly in Secondary Mathematics Tools, Structures, and Patterns: Establishing Routines in the Classroom Making Thinking Routine in Our Classrooms Chapter 8. Interactions: Forging Relationships that Empower Learners New Roles for Students: Empowering Disenfranchised Learners Beyond Sit and Get: Teaching Students to Build on One Another's Ideas Building Culture through Affect and Actions Shaping Interactions through Roles Asking "Good" Questions Creating New Patterns of Discourse Promoting Interactions that Support Thinking and Learning Chapter 9. Environment: Using Space to Support Learning and Thinking New Learning in an Old Container Curating a Classroom Designing for Thinking Creating Environments to Enhance Learning and Build Culture: Four Fronts Creating Environments that Bring Out the Best in Learners Chapter 10. Moving Toward Transformation Supporting Change on a Large Scale Building a Vision across a School District Learning Together for the Long Haul Creating Opportunities Building the Capacity of Teachers to Teach One Another Forming Inquiry Action Groups to Go Deeper Sameness and Difference in the Journey to a Culture of Thinking Appendix A. My Reflections on the Learning Activities in this Class Appendix B. Ladder of Feedback Appendix C. Success Analysis Protocol Appendix D. Looking at Students' Thinking Protocol Appendix E. Six Key Principles of the Cultures of Thinking Project Appendix F. Laying the Foundation for a Culture of Thinking Appendix G. Leading a Culture of Thinking at My School:Self-Assessment Appendix H. The Development of a Culture of Thinking in My Classroom: Self-Assessment Appendix I. Assessment Ladder: Reasoning With Evidence References Index ."Discover why and how schools must become places where thinking is valued, visible, and actively promoted. As educators, parents, and citizens, we must settle for nothing less than environments that bring out the best in people, take learning to the next level, allow for great discoveries, and propel both the individual and the group forward into a lifetime of learning. This is something all teachers want and all students deserve. In Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools, Ron Ritchhart, author of Making Thinking Visible, explains how creating a culture of thinking is more important to learning than any particular curriculum and he outlines how any school or teacher can accomplish this by leveraging 8 cultural forces: expectations, language, time, modeling, opportunities, routines, interactions, and environment. With the techniques and rich classroom vignettes throughout this book, Ritchhart shows that creating a culture of thinking is not about just adhering to a particular set of practices or a general expectation that people should be involved in thinking. A culture of thinking produces the feelings, energy, and even joy that can propel learning forward and motivate us to do what at times can be hard and challenging mental work"--
Subjects: Thought and thinking; Critical thinking; Cognition in children.; Educational change;
Available copies: 1 / Total copies: 1
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Autism and pervasive developmental disorders sourcebook : basic consumer health information about autism spectrum disorders (ASD) including autistic disorder, Asperger Syndrome, Rett Syndrome, childhood disintegrative disorder, and pervasive developmental disorder not otherwise specified (PDDNOS) : along with facts about causes, symptoms, assessment, interventions, treatments, and education, tips for family members and teachers on the transition to adulthood ... / by Shannon, Joyce Brennfleck.(CARDINAL)658377;
Includes bibliographical references and index.13: Developmental screening -- Section 13-1: Developmental milestones -- Section 13-2: Recommendations for routine health care developmental screening -- Section 13-3: Screening tools for early identification of children with ASD -- Section 13-4: Audiological screening -- 14: Getting help for developmental delay -- Section 14-1: If you are concerned, act early -- Section 14-2: Discussing concerns parent to parent -- Section 14-3: Sharing concerns with your child's physician -- 15: Parent's guide to assessment of ASD -- Section 15-1: Defining assessment -- Section 15-2: Types of ASD assessment -- Section 15-3: Assessment process -- 16: Diagnostic criteria for ASD -- 17: Medical tests and evaluations used to diagnose ASD -- 18: Genetic test for autism -- 19: Language in children with ASD -- 20: Measuring autistic intelligence -- 21: Moving forward after a child is diagnosed with ASD -- Part 4: Conditions That May Accompany Autism Spectrum Disorders -- 22: ASD and communication difficulties -- Section 22-1: Communication problems associated with autism -- Section 22-2: Auditory processing disorder in children -- Section 22-3: Autism spectrum disorders and stuttering -- 23: ASD, seizures, and epilepsy -- 24: Non-verbal learning disability and asperger syndrome -- 25: Co-occurring genetic disorders in people with ASD -- Section 25-1: Angelman syndrome -- Section 25-2: Fragile X syndrome -- Section 25-3: Landau-Kleffner syndrome -- Section 25-4: Mitochondrial disease -- Section 25-5: Moebius syndrome -- Section 25-6: Prader-Willi syndrome -- Section 25-7: Smith-Lemli-Optiz syndrome -- Section 25-8: Tourette syndrome -- Section 25-9: Tuberous sclerosis -- 26: Other conditions that may accompany ASD -- Section 26-1: Thin bones and ASD -- Section 26-2: High growth hormones in boys with ASD -- Part 5: Interventions And Treatments For Autism Spectrum Disorder -- 27: Choosing professionals and coordinating services -- 28: Evidence for ASD interventions -- Section 28-1: Treatment integrity -- Section 28-2: Review of ASD interventions -- Section 28-3: Recommendations for treatment selection -- Section 28-4: Fad treatments are unproven -- 29: Early intervention for children with developmental delays -- Section 29-1: Overview of early intervention -- Section 29-2: Early services for ASD -- Section 29-3: Autism intervention for toddlers improves developmental outcomes -- 30: Interventions for individuals with asperger syndrome -- 31: Behavior therapies often effective for ASD -- Section 31-1: Applied Behavior Analysis (ABA) therapy -- Section 31-2: ABA therapy at a younger age leads to faster learning -- Section 31-3: Verbal behavior therapy -- Section 31-4: Pivotal response treatment -- Section 31-5: Virtual games teach skills to students with ASD -- 32: Communication therapies for ASD -- Section 32-1: What a speech pathologist does -- Section 32-2: Speech and language therapy: a key intervention for persons with ASD -- Section 32-3: Language instruction for children with autism: learning words -- Section 32-4: Augmentative and Alternative Communication (AAC) -- 33: ASD medications -- Section 33-1: Parent training complements medication for treating behavioral problems in children with pervasive developmental disorders -- Section 33-2: Citalopram no better than placebo treatment for children with ASD -- Section 33-3: Bonding hormone might help some with autism -- 34: Treatments for biological and medical conditions associated with ASD -- 35: Research studies and ASD -- Section 35-1: Participating in ASD research studies -- Section 35-2: Why some research studies are flawed -- Part 6: Education And Autism Spectrum Disorder -- 36: Child's rights to public education -- 37: Understanding the special education process -- Section 37-1: Special education overview for parents -- Section 37-2: Individualized Education Plan (IEP) -- Section 37-3: Including children wi40: Social interaction education for students with ASD -- Section 40-1: Understanding special interests and social interactions of children with ASD -- Section 40-2: Outcomes of school-based social skill interventions for children on the autism spectrum -- Section 40-3: Computer-based training may improve social interactions -- 41: Teaching lifetime goals to children and adults with ASD -- 42: Secondary school experiences of students with ASD -- 43: Preparing for postsecondary education -- Part 7: Living With Autism Spectrum Disorder And Transitioning To Adulthood -- 44: Safety in the home -- 45: Ensuring support at home -- Section 45-1: Family support models -- Section 45-2: Grandparents play key role in lives of children with ASD -- 46: Depression, parenting, and ASD -- 47: Toilet training children with ASD -- 48: Transition to adulthood for individuals with ASD -- Section 48-1: Transition plan -- Section 48-2: Life skills -- Section 48-3: Legal and financial planning and assistance -- Section 48-4: Transition models for youth with mental health needs -- 49: Finding appropriate and affordable housing -- 50: Adult autism and employment -- Section 50-1: Choosing vocation and employment -- Section 50-2: Career planning issues -- Section 50-3: Possible job accommodations -- Part 8: Additional Help And Information -- 51: Glossary of ASD terms and acronyms -- 52: Directory of additional ASD resources -- Index.Preface -- Part 1: Overview Of Autism Spectrum Disorder (ASD) -- 1: What are ASD and autistic disorder? -- 2: Asperger syndrome (high-functioning autism) -- 3: Rett syndrome -- 4: Childhood disintegrative disorder -- 5: Pervasive Developmental Disorder Not Otherwise Specified (PDDNOS) -- 6: Statistics on ASD in the United States -- Section 6-1: ASD prevalence is increasing -- Section 6-2: Risk factors and economic costs of ASD -- Section 6-3: Diagnoses of ASD made at earlier ages -- Part 2: Causes And Risk Factors Associated With Autism Spectrum Disorder -- 7: Brain dysfunction in ASD -- Section 7-1: Mirror neuron system and autism -- Section 7-2: Environment and the developing brain -- Section 7-3: People with autism have trouble with the distinction between self and others -- Section 7-4: Autism is not a fundamental problem of attention -- Section 7-5: Brain proteins with links to nicotine addiction and autism -- 8: Genetics impact ASD -- Section 8-1: Genes involved with autism -- Section 8-2: Spontaneous gene mutations may boost ASD risk -- Section 8-3: Risk of autism tied to genes that influence brain cell connections -- Section 8-4: Silenced gene for social behavior found in autism -- Section 8-5: Gene linked to autism and gastrointestinal (GI) disorders -- Section 8-6: Facial recognition is a distinct genetic skill -- Section 8-7: Possible genetic overlap between Attention Deficit Hyperactivity Disorder (ADHD) and autism -- 9: Diseases, vaccines, and ASD -- Section 9-1: Can diseases and vaccines cause ASD? -- Section 9-2: Vaccines are not associated with ASD -- Section 9-3: Autism, asthma, inflammation, and the hygiene hypothesis -- Section 9-4: Autism and Fragile X syndrome feature immune signatures -- 10: Premature birth and autism -- 11: Early development risk factors for ASD -- Part 3: Identifying And Diagnosing Autism Spectrum Disorders -- 12: Symptoms of ASD -- Section 12-1: Range of symptoms -- Section 12-2: Autism symptoms emerge in infancy -- Section 12-3: Eye response to light a possible autism biomarker -- Section 12-4: Sensory sensitivity and ASD -- Section 12-5: Regression in autism -- Section 12-6: Challenging behaviors --"Provides basic consumer health information about the causes, risk factors, symptoms, and diagnosis of autism spectrum disorders and related conditions, along with facts about interventions and treatments, educational guidelines, and coping tips for families. Includes index, glossary, and other resources"--
Subjects: Autism in children; Developmental disabilities;
Available copies: 1 / Total copies: 3
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The hidden history of American democracy : rediscovering humanity's ancient way of living / by Hartmann, Thom,1951-author.(CARDINAL)265942;
"America's most popular progressive radio host and New York Times bestselling author Thom Hartmann paves the way to saving our democracy. In this powerful, sweeping history and analysis of American democracy, Thom Hartmann shows how democracy is the one form of governance most likely to produce peace and happiness among people. With the violent exception of the Civil War, American democracy resisted the pressure to disintegrate into factionalism for nearly two centuries, and now our very system of democratic elections is at stake. So how do we save our democracy? Hartmann's newest book in the celebrated Hidden History Series offers a clear call to action and a set of solutions with road maps for individuals and communities to follow to create a safer, more just society and a more equitable and prosperous economy"--Includes bibliographical references and index.Some Founders thought their "enlightenment" came from Rousseau -- Ancient ways -- Trial and error -- They were citing Native Americans? -- Ben Franklin's Enlightenment -- Native Americans changed the world! -- The secular origin of America -- A nation is birthed -- The Electoral College -- The Supreme Court -- The Founders wanted us to have lots of guns to shoot at "tyrannical politicians"? -- Three "equal" branches of government -- The Senate was intended as a democratic institution -- Did rich white guys create the United States just to guarantee their own privilege, power, and slaves? -- How rich is rich? -- The "rich white guys" hypothesis crumbles -- So what did motivate the Framers of the Constitution? -- How political and economic systems interact -- Democracy's modern crisis -- The modern war on democracy and regulated capitalism -- Make voting a right instead of a privilege -- "Regulate" the Supreme Court -- Expand the Senate -- Free high-quality public education for all -- through college -- Provide healthcare for all -- Support organized labor or organize your workplace -- Use tariffs and trade policy to balance labor's playing field -- Bring back the middle class by restoring the tax laws that created it -- Keep Social Security out of corporate hands -- Clean environment and healthy public lands -- Strengthen the Sherman Anti-Trust Act and break up monopolies -- Bust up the media conglomerates and restore a robust free press -- Make the revolving door between industry and regulatory agencies illegal -- Use tax incentives and grants to jump-start alternative energy -- Human rights are for humans, not for "aggregated capital" -- Keep Church and State separate -- Make the US more democratic in its elections : set limits on campaign spending; consider public funding -- Institute "instant runoff" voting, to make minority parties viable -- Abolish the Electoral College -- Get Involved!
Subjects: Democracy; Constitutional history;
Available copies: 1 / Total copies: 1
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Off to a good start : a behaviorally based model for teaching children with Down syndrome. by Jones, Emily A.,author.(CARDINAL)838683; Feeley, Kathleen M.,author.(CARDINAL)837217;
If you're the parent, teacher, or therapist of a young child with Down syndrome, you should know that Applied Behavior Analysis (ABA), the evidence-based, gold-standard method for teaching children with autism, is an equally effective strategy for teaching children with Down syndrome! In Off to a Good Start: A Behaviorally Based Model for Teaching Children with Down Syndrome, Book 1: Foundations for Learning, the authors share the compelling research about the benefits of using ABA methods with children with Down syndrome, describe ABA principles and procedures, and provide the ABA-based curriculum they've used for nearly 20 years to successfully teach infants through kindergarteners with Down syndrome. With these books, readers will learn ABA practices for teaching children the all-important foundational skills for motor, social-communication, cognitive, and self-care development. Book 1: Foundations for Learning is the starting point for parents and professionals with little or no knowledge of ABA. It covers: an overview of ABA and how to apply its principles and strategies to teach skills background information on the characteristic learning profile of children with Down syndrome and how strengths (such as visual learning abilities and the desire to interact with others) can be used to overcome weaknesses the importance of inclusion and high expectations how to choose target skills to teach and set up learning opportunities using prompts and reinforcement to shape desired behavior and skills the importance of generalizing skills learned in one setting to another how to minimize behavior which interferes with learning tracking and evaluating progress how to build a team of caregivers and professionals to teach using ABAIncludes bibliographical references (pages 163-180) and index.
Subjects: Handbooks and manuals.; Down syndrome.; Children with mental disabilities; Children with mental disabilities; Child rearing.;
Available copies: 1 / Total copies: 1
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