Effects of Spoken and Written Rules in a Multiple-Schedule Arrangement in Special Education Classes
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s43494-023-00103-y.pdf
Reference12 articles.
1. Boyle, M. A., Bacon, M. T., Carton, S. M., Augustine, J. J., Janota, T. A., Curtis, K. S., Forck, K. L., & Gaskill, L. A. (2021). Comparison of naturalistic and arbitrary discriminative stimuli during schedule thinning following functional communication training. Behavioral Interventions, 36, 3–20. https://doi.org/10.1002/bin.1759
2. Cammilleri, A. P., Tiger, J. H., & Hanley, G. P. (2008). Developing stimulus control of young children’s requests to teachers: Classwide applications of multiple schedules. Journal of Applied Behavior Analysis, 41, 299–303. https://doi.org/10.1901/jaba.2008.41-299
3. Hanley, G. P., Iwata, B., & Thompson, R. H. (2001). Reinforcement schedule thinning following treatment with functional communication training. Journal of Applied Behavior Analysis, 34, 17–38. https://doi.org/10.1901/jaba.2001.34-17
4. Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused interventions. Journal of Autism & Developmental Disorders, 39, 1329–1338. https://doi.org/10.1007/s10803-009-0751-2
5. Kuhn, D., Chirighin, A., & Zelenka, K. (2010). Discriminated functional communication: a procedural extension of functional communication training. Journal of Applied Behavior Analysis, 2(43), 249–264. https://doi.org/10.1901/jaba.2010.43-249
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