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A preliminary analysis of interactive effects between common classroom contingencies and methylphenidate.
To assess the drug-behavior interaction effects with an 8-year-old boy wih attention deficit hyperactivity disorder, common classroom antecedent (e.g., seating arrangement) and consequent (e.g., peer prompts) stimuli were alternated within a school day while drug conditions (methylphenidate vs. plac...
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| Hauptverfasser: | , , , , , , |
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| Format: | Artigo |
| Sprache: | Inglês |
| Veröffentlicht: |
1997
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| Schlagworte: | |
| Online Zugang: | https://ncbi.nlm.nih.gov/pmc/articles/PMC1284035/ https://ncbi.nlm.nih.gov/pubmed/9157096 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1901/jaba.1997.30-121 |
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