Research on Intellectual and Developmental Disabilities: Part 2
Volume 11, Issue 2
Published:
2012
ISSN (print):
1945-8959
ISSN (online):
1810-7621
DOI:
10.1891/JCEP.11.2
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Articles in this issue
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From the Editors
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Editorial
Some Issues in Assessment and Intervention in Intellectual and Developmental Disabilities
Journal of Cognitive Education and Psychology 11(2): 99-101, Jan 2012, DOI :10.1891/1945-8959.11.2.99
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Special Issue Articles
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Review Article
A Review of Standardized Developmental Assessment Instruments for Young Children and Their Applicability for Children With Special Needs
Journal of Cognitive Education and Psychology 11(2): 102-127, Jan 2012, DOI :10.1891/1945-8959.11.2.102
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Training Quantity–Number Competencies in Students With Intellectual Disabilities
Journal of Cognitive Education and Psychology 11(2): 128-142, Jan 2012, DOI :10.1891/1945-8959.11.2.128
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The Increase in Colored Progressive Matrices Test Performance in Individuals With Down Syndrome: A Qualitative and Quantitative Review
Journal of Cognitive Education and Psychology 11(2): 143-158, Jan 2012, DOI :10.1891/1945-8959.11.2.143
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Dynamic Testing: Measuring Inductive Reasoning in Children With Developmental Disabilities and Mild Cognitive Impairments
Journal of Cognitive Education and Psychology 11(2): 159-178, Jan 2012, DOI :10.1891/1945-8959.11.2.159
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Theory and Research
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Research Article
Engaging the Disengaged?: A Longitudinal Analysis of the Relations Between Indigenous and Non-Indigenous Australian Students’ Academic Self-Concept and Disengagement
Journal of Cognitive Education and Psychology 11(2): 179-195, Jan 2012, DOI :10.1891/1945-8959.11.2.179
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Comic Cognition: Exploring the Potential Cognitive Impacts of Science Comics
Journal of Cognitive Education and Psychology 11(2): 196-208, Jan 2012, DOI :10.1891/1945-8959.11.2.196
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Book Review
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Book Review
Teaching Students Thinking Skills and Strategies
Journal of Cognitive Education and Psychology 11(2): 209-211, Jan 2012, DOI :10.1891/1945-8959.11.2.209
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Dissertation Abstract
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Abstract
Effectiveness of Metacognitive Instruction on Reading Comprehension Among Intermediate Phase Learners: Its Link to the Pass Theory
Journal of Cognitive Education and Psychology 11(2): 212-212, Jan 2012, DOI :10.1891/1945-8959.11.2.212
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