Improving Performance Covertly and Remotely with Tactile Stimulation
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s40617-020-00493-0.pdf
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2. Anson, H. M., Todd, J. T., & Cassaretto, K. J. (2008). Replacing overt verbal and gestural prompts with unobtrusive covert tactile prompting for students with autism. Behavior Research Methods, 40(4), 1106–1110. https://doi.org/10.3758/BRM.40.4.1106
3. Green, N., Sigurdsson, S., & Wilder, D. A. (2016). Decreasing bouts of prolonged sitting among office workers. Journal of Applied Behavior Analysis, 49(3), 717–722. https://doi.org/10.1002/jaba.309
4. Lancioni, G. E., Coninx, F., Manders, N., Driessen, M., Dijk, J. V., & Visser, T. (1991). Reducing breaks in performance of multihandicapped students through automatic prompting or peer supervision. Journal of Developmental and Physical Disabilities, 3(2), 115–128. https://doi.org/10.1007/BF01045928
5. Markelz, A. M., Taylor, J. C., Kitchen, T., Riccomini, P. J., Scheeler, M. C., & McNaughton, D. B. (2019). Effects of tactile prompting and self-monitoring on teacher’s use of behavior-specific praise. Exceptional Children, 85(4), 471–489. https://doi.org/10.1177/2F0014402919846500
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