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The investigation of pre-service special education teachers’ treatment integrity in the use of response prompting strategies

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dc.contributor.authorÖNCÜL, NURAY
dc.contributor.orcid0000-0003-0099-0326
dc.date.accessioned2025-11-13T20:36:02Z
dc.date.issued2021-01-18
dc.identifier.doi10.1080/08856257.2021.1872998
dc.identifier.endpage292
dc.identifier.issn0885-6257
dc.identifier.issue2
dc.identifier.openalexW3125813522
dc.identifier.startpage278
dc.identifier.urihttps://hdl.handle.net/11421/12343
dc.identifier.urihttps://doi.org/10.1080/08856257.2021.1872998
dc.identifier.volume37
dc.language.isoen
dc.relation.ispartofEuropean Journal of Special Needs Education
dc.rightsrestrictedAccess
dc.subjectPsychology
dc.subjectCTD
dc.subjectSpecial education
dc.subjectService (business)
dc.subjectDescriptive research
dc.subjectMedical education
dc.subjectDescriptive statistics
dc.subjectMathematics education
dc.subjectMedicine
dc.subjectMathematics
dc.subjectStatistics
dc.subject.sdg4
dc.titleThe investigation of pre-service special education teachers’ treatment integrity in the use of response prompting strategies
dc.typeArticle
dspace.entity.typePublication
local.authorid.openalexA5085424769

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