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CORRESPONDENCE BETWEEN SAYING AND DOING: TEACHING CHILDREN TO SHARE AND PRAISE1

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References

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1968DEVELOPING CORRESPONDENCE BETWEEN THE NON‐VERBAL AND VERBAL BEHAVIOR OF PRESCHOOL CHILDREN1237 cited
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1996Social validation: A unifying concept for school-based consultation research and practice.199 cited
1986Conceptual and Definitional issues in the Assessment of Children's Social Skills: Implications for Classifications and Training192 cited
1986Conceptual Issues in the Assessment of Social Competence in Children187 cited
1981Assessment of children's social skills154 cited
1981Socialization of prosocial behavior in the preschool classroom.129 cited
2010A Rose by Naming: How We May Learn How to Do It127 cited
2002Improving the Social Communication Skills of At-Risk Preschool Children in a Play Context120 cited
2004Sex differences in levels of physical, verbal, and indirect aggression amongst primary school children and their associations with beliefs about aggression117 cited
1978SOME THOUGHTS ON CORRESPONDENCE BETWEEN SAYING AND DOING

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96 cited

1988ON THE FUNCTIONAL ROLE OF THE VERBALIZATION IN CORRESPONDENCE TRAINING PROCEDURES92 cited

1986Programming the Generalization of Children's Social Behavior89 cited

1979Teaching Children Self-Control88 cited

1984DELAYED REINFORCEMENT AS AN INDISCRIMINABLE CONTINGENCY IN VERBAL/NONVERBAL CORRESPONDENCE TRAINING83 cited

1978TRAINING PRESCHOOL CHILDREN TO RECRUIT NATURAL COMMUNITIES OF REINFORCEMENT181 cited

1982IMPROVING CLASSROOM BEHAVIOR IN MENTALLY RETARDED CHILDREN THROUGH CORRESPONDENCE TRAINING77 cited

2019Behavior-Specific Praise in Pre-K–12 Settings: Mapping the 50-Year Knowledge Base72 cited