Precision Request: A Secondary Analysis of the Use of Praise, Response Cost, and Reprimand
Author:
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s43494-021-00047-1.pdf
Reference51 articles.
1. Allday, R. A., Hinkson-Lee, K., Hudson, T., Neilsen-Gatti, S., Kleinke, A., & Russel, C. S. (2012). Training general educators to increase behavior-specific praise: Effects on students with EBD. Behavioral Disorders, 37(2), 87–98.
2. Anderson, J. A., Kutash, K., & Duchnowski, A. J. (2001). A comparison of the academic progress of students with EBD and students with LD. Journal of Emotional & Behavioral Disorders, 9(2), 106–115.
3. Becker, W. C., Madsen, C. H., Arnold, C. R., & Thomas, D. R. (1967). The contingent use of teacher attention and praise in reducing classroom behavior problems. Journal of Special Education, 1(3), 287–307.
4. Bettini, E., Wang, J., Cumming, M., Kimerling, J., & Schutz, S. (2019). Special educators’ experiences of roles and responsibilities in self-contained classes for students with emotional/behavioral disorders. Remedial & Special Education, 40(3), 177–191.
5. Billingsley, B. S., Fall, A. M., & Williams, T. O. (2006). Who is teaching students with emotional and behavioral disorders?: A profile and comparison to other special educators. Behavioral Disorders, 31(3), 252–264.
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1. Correction to: Precision Request: a Secondary Analysis of the Use of Praise, Response Cost, and Reprimand;Education and Treatment of Children;2021-09
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