The impact of using high-probability request sequence interventions to increase compliance behaviors, writing production, and writing quality in students with emotional and behavioral disorders
The writing performance of all students is a critical factor for school success. In order for students with emotional and behavioral disorders (EBD) to have increased positive social and academic outcomes, it is imperative to continue intervention research that addresses noncompliance behavior and c...
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| Format: | Others |
| Language: | en_US |
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2013
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| Online Access: | http://hdl.handle.net/2152/21201 |