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Unprogrammed effects of training high-status peers to interact with severely handicapped children.
We examined the effects of a peer initiation intervention with high- and low-status nonhandicapped students on the behavior of untrained peers toward handicapped students. In the context of a counterbalanced withdrawal design, high- and low-status nonhandicapped students were taught to direct social...
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| Autors principals: | , |
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| Format: | Artigo |
| Idioma: | Inglês |
| Publicat: |
1987
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| Matèries: | |
| Accés en línia: | https://ncbi.nlm.nih.gov/pmc/articles/PMC1285950/ https://ncbi.nlm.nih.gov/pubmed/2953705 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1901/jaba.1987.20-35 |
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