| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An Early Years Toolbox for Assessing Early Executive Function, Language, Self-Regulation, and Social Development: Validity, Reliability, and Preliminary Norms
|
Howard, Steven J.
|
|
2017
|
35 |
3 |
p. 255-275
|
artikel
|
| 2 |
A Test Review: Gilliam, J. E. (2014). Gilliam Autism Rating Scale–Third Edition (GARS-3)
|
Karren, Benjamin C.
|
|
2017
|
35 |
3 |
p. 342-346
|
artikel
|
| 3 |
Development and Preliminary Technical Adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool
|
Algozzine, Bob
|
|
2017
|
35 |
3 |
p. 302-322
|
artikel
|
| 4 |
Emotional Bias in Classroom Observations: Within-Rater Positive Emotion Predicts Favorable Assessments of Classroom Quality
|
Floman, James L.
|
|
2017
|
35 |
3 |
p. 291-301
|
artikel
|
| 5 |
Examining the Factorial Structure of the T-CRS 2.1
|
Weber, Melissa R.
|
|
2017
|
35 |
3 |
p. 336-341
|
artikel
|
| 6 |
Technical Adequacy of the Positive Experiences at School Scale With Adolescents
|
Renshaw, Tyler L.
|
|
2017
|
35 |
3 |
p. 323-335
|
artikel
|
| 7 |
The Resiliency Scale for Young Adults
|
Prince-Embury, Sandra
|
|
2017
|
35 |
3 |
p. 276-290
|
artikel
|
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