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Effect of two multi-component interventions on vocal stereotypy and task performance of a high school student with autism spectrum disorder

Soyeon Kang
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Positive Behavior Interventions and Supports (PBIS) Individualized supports (Tier 3) Intellectual disabilities Class engagement Behavioral Skills Training (BST) Developmental disabilities Functional Behavior Assessment Special education Positive Behavior Support Special School positive behavior support-focused schools The case of operating

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