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Interactions between teacher guidance and contingent access to play in developing preacademic skills of deviant preschool children.
Token-mediated access to play and snacks was made contingent on completion of academic tasks in the Baseline Experiment. This contingency produced stable completion rates that were subsequently doubled, and then tripled, for four deviant children in a special preschool. A reversal design demonstrate...
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| Main Authors: | , , |
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| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado em: |
1976
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| Assuntos: | |
| Acesso em linha: | https://ncbi.nlm.nih.gov/pmc/articles/PMC1311899/ https://ncbi.nlm.nih.gov/pubmed/1254543 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1901/jaba.1976.9-85 |
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