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1.
Development and process evaluation of a motor activity program for people with profound intellectual and multiple disabilities.
BMC Health Serv Res
; 21(1): 259, 2021 Mar 20.
Artículo
en Inglés
| MEDLINE | ID: mdl-33743703
2.
Construct validity of the Actiwatch-2 for assessing movement in people with profound intellectual and multiple disabilities.
J Appl Res Intellect Disabil
; 34(1): 99-110, 2021 Jan.
Artículo
en Inglés
| MEDLINE | ID: mdl-32725667
3.
The attentional blink in typically developing and reading-disabled children.
J Exp Child Psychol
; 139: 51-70, 2015 Nov.
Artículo
en Inglés
| MEDLINE | ID: mdl-26079274
4.
Seeing myself through the eyes of my peers: Explaining the self-concept of students with and without special educational needs through acceptance and friendship.
Br J Educ Psychol
; 94(2): 586-600, 2024 Jun.
Artículo
en Inglés
| MEDLINE | ID: mdl-38383035
5.
Using intervention mapping to develop an intervention for multiparty communication with people with congenital deafblindness.
PLoS One
; 19(5): e0299428, 2024.
Artículo
en Inglés
| MEDLINE | ID: mdl-38723042
6.
An experience sampling study on the links between daily teacher self-efficacy, need-supportive teaching and student intrinsic motivation.
Front Psychol
; 14: 1159108, 2023.
Artículo
en Inglés
| MEDLINE | ID: mdl-37546457
7.
The relationship between motor performance and executive functioning in early childhood: A systematic review on motor demands embedded within executive function tasks.
Appl Neuropsychol Child
; : 1-22, 2022 Nov 17.
Artículo
en Inglés
| MEDLINE | ID: mdl-36395520
8.
Relationship between learning environment characteristics and academic engagement.
Psychol Rep
; 109(1): 259-84, 2011 Aug.
Artículo
en Inglés
| MEDLINE | ID: mdl-22049667
9.
Assessing Motor Performance in Preschool Children: The Zurich Neuromotor Assessment-2 and the Movement Assessment Battery for Children-2.
Percept Mot Skills
; 128(5): 2014-2032, 2021 Oct.
Artículo
en Inglés
| MEDLINE | ID: mdl-34130549
10.
Emerging School Readiness Profiles: Motor Skills Matter for Cognitive- and Non-cognitive First Grade School Outcomes.
Front Psychol
; 12: 759480, 2021.
Artículo
en Inglés
| MEDLINE | ID: mdl-35027900
11.
Students' daily emotions in the classroom: intra-individual variability and appraisal correlates.
Br J Educ Psychol
; 80(Pt 4): 583-97, 2010 Dec.
Artículo
en Inglés
| MEDLINE | ID: mdl-20438661
12.
Perceived social support and early adolescents' achievement: the mediational roles of motivational beliefs and emotions.
J Youth Adolesc
; 39(1): 36-46, 2010 Jan.
Artículo
en Inglés
| MEDLINE | ID: mdl-20091215
13.
Task-Specific and Latent Relationships Between Motor Skills and Executive Functions in Preschool Children.
Front Psychol
; 11: 2208, 2020.
Artículo
en Inglés
| MEDLINE | ID: mdl-33041890
14.
Learning capacity in adolescents with mild intellectual disabilities.
Psychol Rep
; 105(3 Pt 1): 804-14, 2009 Dec.
Artículo
en Inglés
| MEDLINE | ID: mdl-20099542
15.
Communication development from an intersubjective perspective: Exploring the use of a layered communication model to describe communication development in students with congenital deafblindness.
J Commun Disord
; 80: 35-51, 2019.
Artículo
en Inglés
| MEDLINE | ID: mdl-31075557
16.
Non-cognitive Characteristics of Gifted Students With Learning Disabilities: An In-depth Systematic Review.
Front Psychol
; 9: 504, 2018.
Artículo
en Inglés
| MEDLINE | ID: mdl-29731728
17.
Autonomy, competence, and social relatedness in task interest within project-based education.
Psychol Rep
; 101(2): 574-86, 2007 Oct.
Artículo
en Inglés
| MEDLINE | ID: mdl-18175501
18.
Rapid Naming and Phonemic Awareness in Children With or Without Reading Disabilities and/or ADHD.
J Learn Disabil
; 50(2): 168-179, 2017.
Artículo
en Inglés
| MEDLINE | ID: mdl-26475322
19.
Understanding the Relationship Between Teacher Behavior and Motivation in Students with Acquired Deafblindness.
Am Ann Deaf
; 161(3): 314-26, 2016.
Artículo
en Inglés
| MEDLINE | ID: mdl-27477039
20.
Rapid Naming and Phonemic Awareness in Children With Reading Disabilities and/or Specific Language Impairment: Differentiating Processes?
J Speech Lang Hear Res
; 58(5): 1538-48, 2015 Oct.
Artículo
en Inglés
| MEDLINE | ID: mdl-26163677