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Peer reviewedWillson-Quayle, Angela; Pasnak, Robert – Journal of Research in Childhood Education, 1997
Used multiple baseline design with four 6-year-old Latino children to train in class inclusion through counting, feedback, and verbal reinforcers, and in English language skills (of benefit in their own right), over 5 months. Found that post-intervention gains in the two domains were significant and were stable over at least 4.5 months. (KB)
Descriptors: Children, Classification, Cognitive Development, Developmental Tasks
