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Direct linkPopkin, Joan; Skinner, Christopher H. – School Psychology Review, 2003
A modified multiple baseline across behaviors design was used to evaluate the effects of an interdependent group contingency program with randomly selected contingency components on the academic performance of an intact middle-school class serving five male students with serious emotional disturbance (SED). During the initial intervention phase,…
Descriptors: Assignments, Spelling, Emotional Disturbances, Academic Achievement
