Evidence‐Based Practice in the Classroom: Evaluating a Procedure for Reducing Perseverative Requesting in an Adolescent with Autism and Severe Intellectual Disability

Publisher： Cambridge University Press

E-ISSN： 1833-6914|32|1|55-65

ISSN： 1030-0112

Source： Australasian Journal of Special Education, Vol.32, Iss.1, 2008-04, pp. : 55-65

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