Effects of Self-Evaluation Training of Seriously Emotionally Disturbed Children on the Generalization of their Classroom Rule following and Work Behaviors across Settings and Teachers
Author:
Affiliation:
1. Community-Based and Special Education Services, Baird Center for Children and Families, 1110 Pine Street, Burlington, Vermont 05401
2. Special Education, Social Work and Social Services, University of Vermont, Burlington, Vermont 05401
Abstract
Publisher
SAGE Publications
Subject
Clinical Psychology,Developmental and Educational Psychology,Education
Link
http://journals.sagepub.com/doi/pdf/10.1177/019874298901400201
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1. Self-Monitoring and at-Risk Middle School Students;Behavior Modification;2002-10
2. Inclusive Practices of Classroom Teachers;Remedial and Special Education;1996-07
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4. Psychological and educational characteristics of instruction for people with severe disabilities: Interacting systems of responding;Journal of Behavioral Education;1995-06
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