THE EFFECTS OF A TIMER AND MYSTERY MOTIVATORS ON THE ...

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C r o s s 29 Schmidt, G. W., & Ulrich, R. E. (1969). Effects of group contingent events upon classroom noise. Journal of Applied Behavior Analysis, 2, 171-179. Doi: 10.1901/jaba.1969.2-171 Tiger, J. H., Bouxsein, K. J., & Fisher, W. W. (2007). Treating excessively slow responding of a young man with Asperger Syndrome using differential reinforcement of short response latencies. Journal of Applied Behavior Analysis, 40, 559-563. doi:10.1901/jaba.2007.40- 559.
Figure 1shows the number of minutes required to dress independently across conditions. C r o s s 30
Page 1: THE EFFECTS OF A TIMER AND MYSTERY
Page 4 and 5: C r o s s 3 Table of Contents Proje
Page 6 and 7: C r o s s 5 direct parental assista
Page 8 and 9: C r o s s 7 achieving students in n
Page 10 and 11: C r o s s 9 instruction has proven
Page 12 and 13: C r o s s 11 to use mystery motivat
Page 14 and 15: C r o s s 13 ready for school withi
Page 16 and 17: C r o s s 15 terms of the importanc
Page 18 and 19: C r o s s 17 agreement was calculat
Page 20 and 21: C r o s s 19 time the child appeare
Page 22 and 23: C r o s s 21 introduced, there was
Page 24 and 25: C r o s s 23 behavior change. Moreo
Page 26 and 27: C r o s s 25 change? These question
Page 28 and 29: C r o s s 27 References Adams, C. D
Page 32 and 33: Figure 2 shows the number of remind
Page 34 and 35: C r o s s 33 APPENDIX B Procedural
Page 36: C r o s s 35 Appendix C Social vali

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