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Direct linkBeaulieu, Lauren; Hanley, Gregory P.; Roberson, Aleasha A. – Journal of Applied Behavior Analysis, 2012
We assessed teacher-child relations with respect to children's name calls, instructions, and compliance in a preschool classroom. The most frequent consequence to a child's name being called was the provision of instructions. We also observed a higher probability of compliance when children attended to a name call. Next, we evaluated the effects…
Descriptors: Experimental Groups, Probability, Preschool Children, Compliance (Psychology)
