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881.
A previous study (Hundert & Hopkins, 1992) demonstrated the functional relationship between preschool supervisor training and increased child and teacher behaviors. The present study describes a ecobehavioral analysis to suggest how the intervention worked. Following a baseline phase, three preschool supervisors were trained in a collaborative team approach where classroom and resource teachers jointly developed strategies to promote peer interaction of preschoolers with disabilities in three integrated classes. The results indicated that after the intervention: (a) the frequency of children's interactive play doubled during both training and generalization sessions; (b) covariations of peer interaction and teacher behaviors shifted from being related to the presence of a resource teacher in the class, to classroom teacher focus on groups that included a child with disabilities; and, (c) these shifts in child-teacher relationships were not clearly associated with changes in the frequency of teacher behaviors. The contribution of an ecobehavioral analysis to the understanding of complex environment-behavior relationships before and after an intervention is discussed. 相似文献
882.
The purpose of this study was to investigate the effects of providing choice making opportunities, embedded within and between daily school routine activities, on the frequency of protests and task initiations exhibited by a student with a severe intellectual disability. An ABABC single-subject design was used to evaluate the effects of choice making opportunities embedded within and between three daily routine activities. During phase A, the classroom staff directed the student's participation without providing choice making opportunities within the activities. In phase B, staff provided choice making opportunities embedded within steps of each activity. Phase C extended choice making opportunities by providing the participant with a choice between activities as well as within the steps of the activities after it was noted that the first step of beginning the activities occasioned more protests than the other steps. The results of this study replicate earlier research showing that embedded choice making opportunities within routines reduced protests and increased task initiations. The addition of choice making opportunities between activities during phase C further reduced the incidents of protests. 相似文献
883.
Children’s early social interactional behaviors and symbolic play competence were studied at 14 months in a sample of 111 mother-infant pairs. The categories of social interactional behaviors, joint visual attention, socially coordinated and object oriented interactions were assessed via observations of mother-infant joint play. An index of symbolic play was derived from the child’s solitary play, which was assessed independently. We examined both the interrelations of these two types of early language predictors, and their relation to children’s language skills and maternal attention-directing strategies. Measures of children’s language comprehension and production were obtained using the MacArthur Communicative Development Inventories at 14 months, and Reynell Developmental Language Scales at 18 and 30 months. We found that at 14 months, social interactional behaviors and symbolic play competence were not statistically significantly related to each other. In line with our hypotheses, social interactional skills were associated more strongly with language production, and symbolic play competence more strongly with language comprehension. Maternal attention-directing strategies were strongly related to both children’s social interactional behaviors and symbolic play competence. Our findings indicated that maternal strategies that expanded the infant’s level of functioning were more effective in stimulating the children’s language development than were the other types of strategies. 相似文献
884.
Our discussion of parenting is based on the premise that ecosystem contingencies and rules sometimes govern the child's social development in contradictory ways. While contingencies inform the child about self control tactics, rules outline principles of communal control operating beyond the child's direct influence. Parents guide their children through lessons which demonstrate contingency control and through dialogue promoting the children's awareness about the limited nature of this control. When parents integrate lessons and dialogue, they optimize their children's chances of self regulation while also helping the children to sustain synchronous community interactions. 相似文献
885.
The Potential Mediating Role of Parenting Practices in the Development of Conduct Problems in a Clinic-Referred Sample 总被引:2,自引:0,他引:2
Monique G. McCoy Paul J. Frick Bryan R. Loney Mesha L. Ellis 《Journal of child and family studies》1999,8(4):477-494
Research has consistently found associations among parenting practices, socioeconomic disadvantage, ethnicity and conduct problems in children. We investigated whether parenting practices might mediate the relation between ethnicity and conduct problems and the relation between socioeconomic status (SES) and conduct problems. The subjects were 141 clinic-referred children between the ages of 6 and 17 and their primary custodial parents. Using multiple indicators for each construct, except ethnicity, the mediational role of parenting was tested using structural equation modeling. The results indicated that the effects of SES on conduct problems was largely mediated by the influence of ineffective parenting practices. In contrast, ethnicity was not associated with conduct problems in this clinic-referred sample, even prior to controlling for SES and parenting practices, suggesting that the link between minority status and conduct problems may be dependent on the demographic characteristics of the sample. Exploratory analyses also revealed that there were ethnic differences in the types of parenting practices that were most strongly associated with conduct problems. 相似文献
886.
Sanders MR 《Clinical child and family psychology review》1999,2(2):71-90
This paper outlines the theoretical and empirical foundations of a unique multilevel parenting and family support strategy designed to reduce the prevalence of behavioral and emotional problems in preadolescent children. The program known as Triple P-Positive Parenting Program is a multilevel system of family intervention, which provides five levels of intervention of increasing strength. These interventions include a universal population-level media information campaign targeting all parents, two levels of brief primary care consultations targeting mild behavior problems, and two more intensive parent training and family intervention programs for children at risk for more severe behavioral problems. The program aims to determine the minimally sufficient intervention a parent requires in order to deflect a child away from a trajectory towards more serious problems. The self-regulation of parental skill is a central construct in the program. The program uses flexible delivery modalities (including individual face-to-face, group, telephone assisted, and self-directed programs) to tailor the strength of the intervention to the requirements of individual families. Its multidisciplinary, preventive and community-wide focus gives the program wide reach, permitting the targeting of destigmatized access points through primary care services for families who are reluctant to participate in parenting skills programs. The available empirical evidence supporting the efficacy of the program is discussed and its implications for research on dissemination are discussed. 相似文献
887.
Maurice A. Feldman Michèle Legér Nicole Walton-Allen 《Journal of child and family studies》1997,6(4):471-485
Both low parental IQ and stress have been shown to be associated with parenting difficulties and adverse child outcomes. We examined stress in parents with low IQ as a potential contributor to their documented parenting problems. Eighty-two mothers with intellectual disabilities (IQ < 80; labelled as having mental retardation) were given the Parenting Stress Index and they were found to be enduring very high levels of overall stress (95th percentile), stress related to child characteristics (95th percentile), and stress related to other life experiences (90th percentile) as compared to the normative test group. We divided the 82 mothers with intellectual disabilities into three groups depending on the age of their children. The mothers with school-age children reported significantly higher stress than parents of infant/toddler and preschool children. A hierarchical regression analysis revealed that child age and living in a crowded environment were significant predictors of parenting stress. The results confirm that mothers with intellectual disabilities experience extreme stress that, together with other factors, may hinder adequate parenting. 相似文献
888.
John G. Carlson Rosanne C. Harrigan Zoe C. M. Seeley 《International journal of stress management》1997,4(3):145-169
A cognitive-behavioral model for conceptualizing wellness is proposed consisting of situational/antecedent variables, person
variables, and consequence variables which, taken individually or together, may serve to describe and explain wellness behavior.
The model also is interactional in the sense that different categories of variables or factors within a category may impact
on each other in a multidirectional fashion. A selective review of research relating to each variable is provided to demonstrate
the need for such a multidimensional conceptual scheme for wellness. 相似文献
889.
890.
All articles published in the first 25 years of JABA (1968 to 1992) were reviewed to classify the percentage of articles published in the following categories: (a) type of article, (b) subjects, (c) setting, (d) behavior-change agent, (e) target behavior, (f) use of basic principles, and (g) miscellaneous procedures. Overall percentages and trends are reported in each category. Results indicate an increase in the percentage of articles with participants and target behaviors in developmental disabilities and a decrease in the percentage of studies targeting academic behavior, verbal behavior, and other child behavioral excesses. The most frequent setting continues to be a school; however, there is a clear trend towards community and other naturalistic settings. Results also highlight the increasing complexity and multicomponent nature of JABA interventions. Potential implications for future applications are discussed. 相似文献