Implementation of the Prevent-Teach-Reinforce Model for Elementary School Students Needing Intensive Behavior Intervention
Author:
Affiliation:
1. Key Autism Services, Atlanta, GA 30303, USA
2. Department of Child and Family Studies, University of South Florida, Tampa, FL 33612, USA
3. Kennedy Krieger Institute, Johns Hopkins University School of Medicine, Baltimore, MD 21205, USA
Abstract
Funder
U.S. Department of Education, Office of Special Education Programs
Publisher
MDPI AG
Subject
Behavioral Neuroscience,General Psychology,Genetics,Development,Ecology, Evolution, Behavior and Systematics
Link
https://www.mdpi.com/2076-328X/14/2/93/pdf
Reference43 articles.
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2. Sociocultural correlates of disciplinary exclusion among students with emotional, behavioral, and learning disabilities in the SEELS national dataset;Achilles;J. Emot. Behav. Disord.,2007
3. Intensive interventions for student with emotional and behavioral disorders: Issues, theory, and future directions;Maggin;J. Emot. Behav. Disord.,2016
4. Longitudinal transition outcomes of youth with emotional disturbances;Wagner;Psychiatr. Rehabil. J.,2012
5. Function-based intervention planning: Comparing the effectiveness of FBA function-based and non-function-based intervention plans;Ingram;J. Posit. Behav. Interv.,2005
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