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INSTRUCTION‐FOLLOWING BEHAVIOR OF A RETARDED CHILD AND ITS CONTROLLING STIMULI1

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References

1969A Study in the Acquisition of Language: Free Responses to Commands299 cited
1971EFFECTS OF REINFORCEMENT AND GUIDANCE PROCEDURES ON INSTRUCTION‐FOLLOWING BEHAVIOR OF SEVERELY RETARDED CHILDREN80 cited

Cited by

1990Interaction of Contingencies and Rule Instructions in the Performance of Human Subjects in Conditional Discrimination59 cited
1975DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIOR AND NONCONTINGENT REINFORCEMENT AS CONTROL PROCEDURES DURING THE MODIFICATION OF A PRESCHOOLER'S COMPLIANCE152 cited
2016The use of matrix training to promote generative language with children with autism46 cited
1998Use of self-operated auditory prompts by workers with moderate mental retardation to transition independently through vocational tasks11The authors gratefully acknowledge Clayton County Schools and the students and teachers of Lovejoy High School for their participation in this study.44 cited
1999A preliminary comparison of guided compliance and high-probability instructional sequences as treatment for noncompliance in children with developmental disabilities38 cited
1986Learning To Learn Through Observation38 cited

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