Structural analysis of instructional variables and their effects on task-engagement and self-aggression

Research output: Contribution to journal › Article › peer-review

Original language	English
Pages (from-to)	391-398
Number of pages	8
Journal	Education and Training in Mental Retardation and Developmental Disabilities
Volume	37
Issue number	4
State	Published - Dec 2002

ASJC Scopus Subject Areas

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title = "Structural analysis of instructional variables and their effects on task-engagement and self-aggression",

author = "Wheeler, \{John J.\} and Carter, \{Stacy L.\} and Mayton, \{Michael R.\} and Thomas, \{Rebekah A.\}",

year = "2002",

month = dec,

language = "English",

volume = "37",

pages = "391--398",

journal = "Education and Training in Mental Retardation and Developmental Disabilities",

issn = "1079-3917",

number = "4",

}

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T1 - Structural analysis of instructional variables and their effects on task-engagement and self-aggression

AU - Wheeler, John J.

AU - Carter, Stacy L.

AU - Mayton, Michael R.

AU - Thomas, Rebekah A.

PY - 2002/12

Y1 - 2002/12

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UR - https://www.scopus.com/pages/publications/3042839225#tab=citedBy

M3 - Article

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SN - 1079-3917

VL - 37

SP - 391

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JO - Education and Training in Mental Retardation and Developmental Disabilities

JF - Education and Training in Mental Retardation and Developmental Disabilities

IS - 4

ER -