Token reinforcement and response cost procedures: Reducing the disruptive behavior of preschool children with attention-deficit/hyperactivity disorder.
By Kara E. McGoey, G. DuPaul. 2000
90 citations recorded by the source corpus.
Subfields: Clinical Psychology, Developmental and Educational Psychology, Psychiatry and Mental health
View Paper: https://www.semanticscholar.org/paper/1b091f4b92df1b3b6835f9e0ac66cf6506b17ef8
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In Clinical Psychology
In Developmental and Educational Psychology
In Psychiatry and Mental health
Citations in the corpus
- Transporting an evidence-based classroom management program for preschoolers with disruptive behavior problems to a school: An analysis of implementation, outcomes, and contextual variables. (2007, methodology): “The primary method of evaluating student outcomes included a behavioral observation system adapted from the Early Screening Project (ESP; Walker, Severson, & Feil, 1995; McGoey & DuPaul, 2000).”
- Evidence-Based Psychosocial Treatments for Attention-Deficit/Hyperactivity Disorder (2008, unknown): “ES ¼ 0.33 in classroom and 3.39 in enrichment setting N=A STP counselors and teachers Treatment withdrawal study of intensive STP 2 2.39 (reported in tables in paper) N=A N=A Teachers and para- professional counselors Crossover study of 3 types of time out procedures vs. no time-out 2 0.10 (addition”