Contributing Authors |
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15 | (2) |
Foreword |
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17 | (2) |
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Preface |
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19 | (2) |
Acknowledgments |
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21 | (2) |
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Chapter 1 Understanding Motivation in the Context of Engaging Children in Therapy |
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23 | (36) |
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23 | (1) |
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Introducing the SCOPE-IT model and the macrotheory of Self-Determination |
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24 | (3) |
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The heart of the SCOPE-IT model: Motivation |
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27 | (1) |
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Three basic psychological needs |
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28 | (1) |
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Autonomy---"I have choices" |
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29 | (3) |
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Relatedness---"I am connected to others" |
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32 | (1) |
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Competence---"I can do things" |
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33 | (1) |
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34 | (2) |
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Self-Determination Theory: The motivation continuum |
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36 | (7) |
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43 | (2) |
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Stage Two: External regulation |
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45 | (3) |
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Stage Three: Introjected regulation |
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48 | (2) |
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Stage Four: Identified regulation |
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50 | (3) |
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Stage Five: Integrated regulation |
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53 | (2) |
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Stage Six: Intrinsic motivation |
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55 | (2) |
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57 | (2) |
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Chapter 2 Children's Understanding of Purpose: A Matter of Choice |
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59 | (32) |
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59 | (1) |
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60 | (1) |
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What constitutes autonomy? |
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60 | (2) |
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Why is it important to promote autonomy? |
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62 | (4) |
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What types of environments promote the development and use of autonomy-related self-determination skills? |
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66 | (1) |
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Autonomy-supportive therapeutic environments |
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67 | (3) |
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Challenges to providing an autonomy-supportive service |
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70 | (1) |
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Groups who may require particular consideration with respect to autonomy support |
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71 | (1) |
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Children whose parents adopt a controlling style |
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72 | (1) |
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Children with a disability |
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72 | (1) |
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73 | (1) |
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Children from different cultural backgrounds |
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74 | (2) |
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Challenges for autonomy-supportive therapeutic practice |
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76 | (1) |
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76 | (1) |
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Areas where consequences are serious |
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76 | (1) |
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Child goals that are unrealistic or at odds with those of the therapist |
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77 | (1) |
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78 | (2) |
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80 | (2) |
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Prior experience of autonomy-supportive environments |
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82 | (1) |
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Does the use of reinforcement undermine motivation in therapy? |
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83 | (5) |
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88 | (3) |
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Chapter 3 Connecting: Nutriments from the Social Environment |
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91 | (32) |
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91 | (1) |
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The therapeutic relationship |
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92 | (1) |
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92 | (1) |
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93 | (4) |
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Socio-environmental influences |
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97 | (1) |
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98 | (2) |
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100 | (1) |
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Neighborhoods and community organizations |
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101 | (1) |
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102 | (5) |
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107 | (2) |
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109 | (3) |
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Early days in the relationship: Setting goals as a collaborative venture |
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112 | (3) |
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115 | (3) |
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Working with other health care practitioners |
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118 | (1) |
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119 | (1) |
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119 | (2) |
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121 | (2) |
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Chapter 4 Achieving Success: Facilitating Skill Acquisition and Enabling Participation |
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123 | (36) |
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123 | (1) |
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Why is competence important? |
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124 | (1) |
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125 | (1) |
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Children's perceptions of their own competence |
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126 | (3) |
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129 | (7) |
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Enhancing self-perceptions of competence |
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136 | (3) |
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Enhancing competence through skill acquisition |
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139 | (1) |
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139 | (1) |
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Establishing effective practice routines with children |
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140 | (3) |
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143 | (3) |
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Teaching---learning strategies to support the development of competence |
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146 | (10) |
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156 | (3) |
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Chapter 5 Using Language to Motivate |
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159 | (34) |
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159 | (1) |
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How the therapist's language influences engagement |
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160 | (1) |
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161 | (3) |
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Developing and strengthening the child-practitioner relationship through the use of language |
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164 | (3) |
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Our language reveals more to others than we realize |
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167 | (1) |
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Nonverbal messages used by practitioners |
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168 | (2) |
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Verbal messages used by practitioners |
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170 | (1) |
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Autonomy-enhancing language practices used by practitioners |
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171 | (1) |
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172 | (2) |
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Relatedness-enhancing language use by practitioners |
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174 | (1) |
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Competence-enhancing language use by practitioners |
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175 | (1) |
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Combining language and enabling strategies to address the three ARC components of need satisfaction throughout therapy |
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176 | (4) |
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Children's language use in therapy |
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180 | (1) |
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Developmental stages in the acquisition of children's language |
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180 | (3) |
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Children's language and the Self-Determination Theory continuum |
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183 | (3) |
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186 | (1) |
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186 | (1) |
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187 | (1) |
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Identified and integrated regulation |
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187 | (1) |
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188 | (1) |
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Children's nonverbal messages |
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188 | (2) |
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190 | (3) |
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Chapter 6 Know the Child: Maximizing Engagement and Persistence in Therapy |
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193 | (32) |
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193 | (1) |
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194 | (1) |
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What does engagement look like? |
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195 | (4) |
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The role of assessment in understanding the child/family |
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199 | (6) |
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Child characteristics affecting engagement in therapy |
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205 | (1) |
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206 | (3) |
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209 | (1) |
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210 | (1) |
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Relationship with the therapist |
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211 | (2) |
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Age and developmental status |
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213 | (1) |
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Environmental factors affecting child engagement in therapy |
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214 | (1) |
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215 | (4) |
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School and community environments |
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219 | (1) |
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Therapist strategies to engage the child |
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220 | (2) |
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222 | (3) |
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Chapter 7 Structuring and Working with the Environment |
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225 | (24) |
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225 | (1) |
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225 | (2) |
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Children's experience of time |
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227 | (2) |
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229 | (2) |
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Socio-cultural considerations |
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231 | (1) |
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Environment and self-determination |
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232 | (4) |
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Environmental intervention: A complex network of factors |
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236 | (1) |
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Authentic settings, routines and generalization |
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236 | (1) |
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Harnessing inherent environmental characteristics |
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237 | (4) |
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Universal Design: Creating friendly and motivating environments for everyone |
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241 | (1) |
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The design is useful and marketable to people with diverse abilities |
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241 | (1) |
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The design accommodates a wide range of individual preferences and abilities |
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242 | (1) |
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The design is easy to understand |
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243 | (1) |
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The design communicates necessary information effectively |
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244 | (1) |
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The design minimizes hazards and accidental or unintended actions |
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245 | (1) |
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The design can be used efficiently and comfortably |
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246 | (1) |
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Appropriate size and space is provided |
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247 | (1) |
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248 | (1) |
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Chapter 8 What Makes it Work? A Collaboration |
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249 | (18) |
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249 | (1) |
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249 | (1) |
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249 | (1) |
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Meeting Jonathan and his family |
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250 | (1) |
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251 | (1) |
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252 | (3) |
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A therapy focus based on psychological need support |
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255 | (2) |
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257 | (1) |
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Where the rubber hit the road |
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257 | (2) |
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Off to a "flying start": Negotiating the terrain |
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259 | (2) |
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261 | (1) |
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What made this relationship work? |
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262 | (2) |
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264 | (3) |
References |
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267 | (18) |
Index |
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285 | |