The Effects of Supplemental Performance and On-Task Contingencies on the Acquisition of Math Skills for Elementary School Students with Behavioral Disorders, Students with Attention Deficit Disorders, and Students without Disabilities
The purpose of this study was to investigate the effects of supplemental on-task and performance contingencies on the acquisition of math skills for elementary school children identified as seriously emotionally disturbed/behaviorally disordered, attention deficit disordered, and students without di...
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| Format: | Others |
| Language: | English |
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University of North Texas
1993
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| Online Access: | https://digital.library.unt.edu/ark:/67531/metadc278442/ |