This bridge study evaluated the effects of contingency-specifying instructions (CSIs) and incomplete instructions (IIs) in terms of establishing instructional control of appropriate behavior. Results suggested that instructional control and maintenance were achieved with CSIs but not with IIs. Results are discussed in terms of the potential use of instructional control in the maintenance of appropriate behavior for children with attention deficit hyperactivity disorder.
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|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2521858 | PMC |
| http://dx.doi.org/10.1901/jaba.2008.41-429 | DOI Listing |
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