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The effectiveness of two universal behavioral supports for children with externalizing behavior in Head Start classrooms

Description:
A study of changes in teacher-child interaction following a regimen of teacher in-service training designed to increase teacher use of precorrective statements and behavior-specific praise, based on observations of the interactions of 3 student-teacher pairs in Head Start classrooms
Resource Type:
Reports & Papers
Country:
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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