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Training childcare providers to improve interactions with children: A comparison of in-service training versus direct modeling of desired behaviors

A comparison of both provider-child interaction and child language development in select children in classrooms lead by child care providers who received language training either in-service or through direct modeling, based on data collected from 6 Omaha-area classrooms
Resource Type:
Reports & Papers
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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