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首页> Journal of school psychology> Universal Teacher-Child Interaction Training in early childhood special education: Identifying mechanisms of action that explain why it works.

Universal Teacher-Child Interaction Training in early childhood special education: Identifying mechanisms of action that explain why it works.

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作者： W Andrew,Rothenberg ^[1] ; Ellyn,Schmidt ^[2] ; Bridget,Davidson ^[2] ; Dainelys,Garcia ^[2] ; Miya,Barnett ^[3] ; Corina,Fernandez ^[2] ; Kaylen,Mills ^[2] ; Jason F,Jent ^[2] ; Eileen,Davis ^[4]

作者单位： University of Miami Miller School of Medicine, Mailman Center for Child Development, 1600 NW 12 Ave, Miami, FL 33136, USA; Duke University Center for Child and Family Policy, 302 Towerview Rd, Durham, NC 27708, USA. ^[1] University of Miami Miller School of Medicine, Mailman Center for Child Development, 1600 NW 12 Ave, Miami, FL 33136, USA. ^[2] Department of Counseling, Clinical, & School Psychology, University of California, Santa Barbara, Santa Barbara, CA 93106-9490, USA. ^[3] University of Miami Miller School of Medicine, Mailman Center for Child Development, 1600 NW 12 Ave, Miami, FL 33136, USA. Electronic address: exm305@miami.edu. ^[4]

关键词 Classroom behavior management Developmental disabilities Mechanisms Teacher training Teacher-Child Interaction Training Universal prevention

主题词人类(Humans);男(雄)性(Male);女(雌)性(Female);儿童, 学龄前(Child, Preschool);教育, 特殊(Education, Special);儿童行为(Child Behavior);人际关系(Interpersonal Relations);院校(Schools)

DOI 10.1016/j.jsp.2024.101392

PMID 39645319

发布时间 2024-12-27

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Journal of school psychology

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