{"title":"障碍、促进因素及对实践的启示:一个基于学校的基于社区的自闭症学生小学教学(CBI)项目评估的次要发现","authors":"Deborah Schwind, M. Orlin, Leslie F. Davidson","doi":"10.1080/19411243.2022.2156422","DOIUrl":null,"url":null,"abstract":"","PeriodicalId":51889,"journal":{"name":"Journal of Occupational Therapy Schools and Early Intervention","volume":"80 1","pages":""},"PeriodicalIF":0.7000,"publicationDate":"2022-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Barriers, Facilitators and Implications for Practice: Secondary Findings from a Program Evaluation of a Novel School Based Community Based Instruction (CBI) Program in Elementary School for Students with Autism\",\"authors\":\"Deborah Schwind, M. Orlin, Leslie F. Davidson\",\"doi\":\"10.1080/19411243.2022.2156422\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\",\"PeriodicalId\":51889,\"journal\":{\"name\":\"Journal of Occupational Therapy Schools and Early Intervention\",\"volume\":\"80 1\",\"pages\":\"\"},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2022-12-28\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Occupational Therapy Schools and Early Intervention\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/19411243.2022.2156422\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Occupational Therapy Schools and Early Intervention","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/19411243.2022.2156422","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
Barriers, Facilitators and Implications for Practice: Secondary Findings from a Program Evaluation of a Novel School Based Community Based Instruction (CBI) Program in Elementary School for Students with Autism