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Effects of Class-Wide Self-Monitoring on On-Task Behaviors of Preschoolers with Developmental Disabilities

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dc.contributor.authorÖzkan, Şerife Yücesoy
dc.contributor.authorŞerife Yücesoy Özkan
dc.contributor.orcid0000-0002-3870-0518
dc.contributor.orcid0000-0002-0529-0639
dc.date.accessioned2025-11-13T11:20:22Z
dc.date.issued2015-12-01
dc.identifier.doihttps://doi.org/10.1177/215416471505000406
dc.identifier.endpage432
dc.identifier.issn2154-1647
dc.identifier.issue4
dc.identifier.openalexW2278608762
dc.identifier.startpage418
dc.identifier.urihttps://hdl.handle.net/11421/6475
dc.identifier.urihttps://doi.org/10.1177/215416471505000406
dc.identifier.volume50
dc.language.isoen
dc.relation.ispartofEducation and training in autism and developmental disabilities
dc.rightsrestrictedAccess
dc.subjectPsychology
dc.subjectTypically developing
dc.subjectDevelopmental psychology
dc.subjectIntervention (counseling)
dc.subjectTask (project management)
dc.subjectClass (philosophy)
dc.subjectMultiple baseline design
dc.subjectSelf-monitoring
dc.subjectAutism
dc.subjectSocial psychology
dc.subject.sdg4
dc.titleEffects of Class-Wide Self-Monitoring on On-Task Behaviors of Preschoolers with Developmental Disabilities
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5018649485

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