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Interventions for multiply maintained problem behavior often involve developing separate treatment conditions to address each function. Although isolating treatment conditions lead to positive outcomes, developing individual treatments for each identified function may be time‐consuming. Alternatively, synthesizing treatment procedures may allow for more efficient treatment effects. We extended previous...
In this study, we evaluated several components of a pedometer‐based intervention with children in an elementary‐school‐aged classroom, across 24‐h sessions. The intervention included combinations of self‐monitoring, goal setting, feedback, and reinforcement, and data were analyzed at both the classroom level (i.e., average daily step totals) and the individual level (i.e., daily step totals), across...
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