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Noncontingent peer attention as treatment for disruptive classroom behavior.
A functional analysis isolated peer attention as the primary maintaining variable for disruptive behavior displayed by a student with attention deficit hyperactivity disorder. Using a brief reversal design, noncontingent reinforcement was then shown to reduce disruptive behavior relative to the peer...
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| Main Authors: | , , |
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| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado: |
2000
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| Assuntos: | |
| Acceso en liña: | https://ncbi.nlm.nih.gov/pmc/articles/PMC1284260/ https://ncbi.nlm.nih.gov/pubmed/11051579 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1901/jaba.2000.33-343 |
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