全文获取类型
收费全文 | 1936篇 |
免费 | 244篇 |
国内免费 | 77篇 |
出版年
2024年 | 12篇 |
2023年 | 61篇 |
2022年 | 27篇 |
2021年 | 47篇 |
2020年 | 142篇 |
2019年 | 144篇 |
2018年 | 99篇 |
2017年 | 105篇 |
2016年 | 111篇 |
2015年 | 102篇 |
2014年 | 79篇 |
2013年 | 351篇 |
2012年 | 53篇 |
2011年 | 59篇 |
2010年 | 45篇 |
2009年 | 42篇 |
2008年 | 59篇 |
2007年 | 60篇 |
2006年 | 57篇 |
2005年 | 40篇 |
2004年 | 42篇 |
2003年 | 37篇 |
2002年 | 38篇 |
2001年 | 33篇 |
2000年 | 34篇 |
1999年 | 25篇 |
1998年 | 27篇 |
1997年 | 30篇 |
1996年 | 17篇 |
1995年 | 22篇 |
1994年 | 23篇 |
1993年 | 22篇 |
1992年 | 19篇 |
1991年 | 8篇 |
1990年 | 8篇 |
1989年 | 11篇 |
1988年 | 11篇 |
1987年 | 10篇 |
1986年 | 13篇 |
1985年 | 4篇 |
1984年 | 9篇 |
1983年 | 6篇 |
1982年 | 11篇 |
1981年 | 7篇 |
1980年 | 14篇 |
1979年 | 12篇 |
1978年 | 20篇 |
1977年 | 21篇 |
1976年 | 16篇 |
1975年 | 12篇 |
排序方式: 共有2257条查询结果,搜索用时 31 毫秒
871.
Alex Kopelowicz 《Journal of psychopathology and behavioral assessment》1997,19(2):101-108
Providing effective psychiatric rehabilitation to ethnic minority patients with serious persistent mental illness (SPMI) requires an understanding of the role of cultural values and ethnicity-relevant factors on the course and outcome of severe mental disorders. In this paper, the author identifies some of the cultural factors that are relevant for Latinos with SPMI, and describes how these factors were incorporated into existing rehabilitation modalities. The results of a pilot study designed to test the efficacy of culturally-modified social skills training are presented. The results suggest that the cultural modifications improved Latino patients' ability to learn the material and enhanced their use of these skills in their natural environments. Future research will be aimed at identifying and incorporating these salutary cultural forces into the rehabilitation process of the severely mentally ill. 相似文献
872.
Gregory P. Hanley Cathleen C. Piazza Wayne W. Fisher Stephanie A. Contrucci Kristen A. Maglieri 《Journal of applied behavior analysis》1997,30(3):459-473
Functional communication training (FCT) and noncontingent reinforcement (NCR) are commonly prescribed treatments that are based on the results of a functional analysis. Both treatments involve delivery of the reinforcer that is responsible for the maintenance of destructive behavior. One major difference between the two treatment procedures is that client responding determines reinforcement delivery with FCT (e.g., reinforcement of communication is delivered on a fixed-ratio 1 schedule) but not with NCR (e.g., reinforcement is delivered on a fixed-time 30-s schedule). In the current investigation, FCT and NCR were equally effective in reducing 2 participants' destructive behavior that was sensitive to attention as reinforcement. After the treatment analysis, the participants' relative preference for each treatment was evaluated using a modified concurrent-chains procedure. Both participants demonstrated a preference for the FCT procedure. The results are discussed in terms of treatment efficacy and preference for control over when reinforcement is delivered. In addition, a method is demonstrated in which clients with developmental disabilities can participate in selecting treatments that are designed to reduce their destructive behavior. 相似文献
873.
This study examined compliance parameters for 53 clinic-referred and nonreferred children, ages 2 to 10 years. Although there were significant differences between the referred and nonreferred samples for percentage compliance, there were no significant differences between the referred and nonreferred samples in terms of initiation or completion latencies. The average initiation latency was 5.92 s, whereas 98% of the sample initiated compliance within 14 s. Younger children did take longer to complete tasks. Results suggest that the use of short latencies in defining noncompliance may represent overly conservative criteria. 相似文献
874.
Kathleen Dyer Ilene S. Schwartz Stephen C. Luce 《Journal of applied behavior analysis》1984,17(2):249-259
This study was designed to increase the amount of time severely handicapped students living in a residential facility engaged in age-appropriate and functional activities. After a brief in-service training, a program involving instructions to supervisors and staff feedback was implemented in a multiple-baseline design across settings. Results showed that after the supervision program was implemented, the students' participation in activities increased. Further, these increases maintained when feedback was reduced from an average of 3 days a week during treatment, to once a month for a 5-month period. 相似文献
875.
Elizabeth J. Short Ph.D. Keith O. Yeates Ph.D. Lynne V. Feagans Ph.D. 《Journal of Behavioral Education》1992,2(2):105-120
Reading achievement depends in part on children's ability to employ strategies to monitor their comprehension, that is on children's use of metacognitive skills. An experimental intervention program created to foster such skills was evaluated. The story grammar training was designed to increase both strategic reading behavior and explicit, observable comprehension monitoring. Fourth-grade (N = 20) and fifth-grade (N = 16) children were randomly assigned to experimental and control groups. Maintenance was examined using free and probed oral recall, notetaking, and summarization of brief narrative and expository texts. Generalization was assessed through free and probed written recall of a lengthy text, which required both strategic reading and summarization skills for adequate comprehension. Skill acquisition was clearly demonstrated; trained readers were able to recall and summarize passages better than untrained readers. The evidence for generalization was more equivocal: although trained readers' free recall was significantly better than that of untrained readers, their probed recall was not. Provision of metacognitive skills that promote active comprehension monitoring, then, appears to provide children with the tools needed for independent reading. Programs designed to provide such skills may aid efforts to prevent reading failure. 相似文献
876.
Philip G. Wilson Frank R. Rusch Suzanne Lee 《Journal of applied behavior analysis》1992,25(3):681-690
Correspondence between verbal and nonverbal behavior in an exercise room was taught to 4 13-year-old boys diagnosed with moderate mental retardation. Participants were asked prior to each exercise session which exercise machine(s) they intended to use. No contingencies on stating intentions (promising) were applied. Following the exercise session, participants were asked to say (report) which machine(s) they had used. Following the baseline condition, do-report correspondence training was introduced sequentially across participants. During do-report correspondence training, accurate reporting was reinforced. High rates of both do-report and promise-do correspondence were observed. Data were analyzed via a multiple baseline across subjects design and contingency-space analysis. Results are discussed with regard to observed changes in promise-do correspondence subsequent to observed changes in do-report correspondence. 相似文献
877.
Effects of a multifaceted training procedure were assessed on the acquisition and generalization of social behaviors with 9 language-disabled deaf children. The training procedure consisted of (a) child training and (b) supervision, feedback, and goal setting directed by teachers and residential staff. Target behaviors were turn waiting, initiating interaction, and interacting with others. Procedures to promote generality of effects and to determine the social validity of the procedures were used. Data were collected within a multiple baseline design across behaviors. Results showed a functional relationship between introduction of the training procedure and increases in percentage of appropriate target behaviors for all 9 children. The effects were maintained throughout a 5- to 10-week follow-up period. 相似文献
878.
879.
Susan H. Spence 《Journal of applied behavior analysis》1981,14(2):159-168
Seventy convicted young male offenders were videotaped during a 5-min standardized interview with a previously unknown adult. In order to determine the social validity of the behavioral components of social interaction for this population, measures of 13 behaviors were obtained from the tapes. These measures were then correlated with ratings of friendliness, social anxiety, social skills performance, and employability made by four independent adult judges from the same tapes. It was found that measures of eye contact and verbal initiations were correlated significantly with all four criterion rating scales. The frequencies of smiling and speech dysfluencies were both significantly correlated with ratings of friendliness and employability. The amount spoken was found to be a significant predictor of social skills performance whereas the frequency of head movements influenced judgments of social anxiety. The latency of response was negatively correlated with social skills and employability ratings and the frequency of question-asking and interruptions correlated significantly with friendliness, social skills, and employability ratings. Finally, the levels of gestures, gross body movements, and attention feedback responses were not found to influence judgments on any of the criterion scales. The implications of the study for selection of targets for social skills training for adolescent male offenders are discussed. 相似文献
880.
Judy McLean Shelton Ramsden Jacqueline B. Meyerowitz 《Contemporary Family Therapy》1999,21(2):203-215
Once upon a time a training unit embarked upon a Journey. The Journey was to encompass a year's training and supervision in family therapy. Bags were packed to the brim with theory and training methods. One day the Unit left the bags behind to see what would happen if they travelled light and let the students bring their own luggage to the examination. Students were expected to describe their relationships with the interviewed families, and their training through a story. The great exam day came. Inspired students used innovative ideas and metaphors to describe the Journey. This article tells the story about these stories and the Unit's learning from them. 相似文献