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Direct linkMichelle L. Simmons; Robin H. Lock; Janna Brendle; Laurie A. Sharp – Journal of the American Academy of Special Education Professionals, 2020
Behavior-specific praise has been deemed an effective, evidence-based positive behavioral intervention and support practice for use among high school students with severe intellectual disabilities. However, teachers are not adequately trained to use such practices with fidelity. One way to address this shortcoming is by implementing a performance…
Descriptors: Positive Reinforcement, High School Students, Severe Intellectual Disability, Students with Disabilities
