| List of Figures |
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xiii | |
| List of Tables |
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xv | |
| Preface |
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xvii | |
| Acknowledgments |
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xix | |
| 1 Behavior Analysis and School Psychology |
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1 | (7) |
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The School Psychologist and ABA |
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2 | (1) |
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3 | (3) |
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3 | (1) |
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Behavior is the Unit of Analysis |
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4 | (1) |
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5 | (1) |
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The Environment Can Be Arranged to Promote Positive Outcomes |
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5 | (1) |
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All Students Can Be Taught |
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6 | (1) |
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6 | (2) |
| 2 Behavior Analysis: A Primer for School Psychologists |
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8 | (32) |
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8 | (14) |
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9 | (1) |
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10 | (6) |
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Schedules of Reinforcement and Punishment |
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16 | (4) |
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Differential Reinforcement |
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20 | (2) |
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Learning: A Function of Contingencies and Consequences |
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22 | (4) |
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25 | (1) |
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Discrimination and Stimulus Control |
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26 | (4) |
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Stimulus and Response Generalization |
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27 | (3) |
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30 | (1) |
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31 | (1) |
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32 | (1) |
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Deprivation and Satiation: Effects on Reinforcement |
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33 | (1) |
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34 | (6) |
| 3 The Measurement of Behavior in School Settings |
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40 | (17) |
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Assessment and the Measurement of Behavior |
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40 | (2) |
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41 | (1) |
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41 | (1) |
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What to Measure? Using Direct Behavioral Observation in School Settings |
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42 | (4) |
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Selecting Behaviors to Observe |
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43 | (1) |
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Defining the Target Behavior |
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44 | (1) |
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Considering Antecedents and Consequences |
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45 | (1) |
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Measuring Behavior Using Direct Behavioral Observation Methods |
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46 | (3) |
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46 | (1) |
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Systematic Observational Methods |
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47 | (2) |
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49 | (6) |
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49 | (2) |
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Using Observational Data to Make Comparisons |
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51 | (3) |
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Minimizing Observer Error by Ensuring Proper Training |
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54 | (1) |
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Using Technology as an Aid |
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54 | (1) |
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55 | (2) |
| 4 Evaluating Outcomes in Education |
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57 | (21) |
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Idiographic Approaches to Evaluating Change and Single Case Experimental Design |
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58 | (4) |
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Types of Single Case Experimental Designs (SCED) |
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62 | (1) |
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62 | (9) |
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64 | (1) |
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65 | (1) |
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Other Variations of the A-B Design |
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65 | (2) |
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Multiple-Baseline Designs |
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67 | (1) |
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Multiple-Treatment Designs |
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68 | (3) |
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71 | (4) |
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71 | (1) |
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Data Analysis and Interpreting Graphs |
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72 | (1) |
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73 | (2) |
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75 | (3) |
| 5 Linking Assessment to Intervention |
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78 | (15) |
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Experimental Analysis as an Assessment Methodology |
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78 | (2) |
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Experimental Analysis and Behavior |
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80 | (6) |
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Experimental Analysis and Academic Skills |
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82 | (4) |
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Functional Analysis of Problem Behavior |
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86 | (2) |
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Linking Functional Behavior Analysis to Intervention |
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87 | (1) |
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Functional Behavior Assessment |
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88 | (1) |
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Limitations and Considerations |
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88 | (2) |
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90 | (3) |
| 6 Intervention Design and Implementation |
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93 | (16) |
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School-Based Interventions |
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94 | (1) |
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Quality Indicators of Effective Interventions |
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95 | (1) |
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Problem Identification and Verification |
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96 | (1) |
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Intervention Acceptability |
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97 | (3) |
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100 | (7) |
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Assessing and Understanding Intervention Fidelity |
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101 | (5) |
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Improving Intervention Fidelity |
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106 | (1) |
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107 | (2) |
| 7 Changing Behavior Using Antecedent Strategies |
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109 | (15) |
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Understanding and Conceptualizing Antecedent Interventions |
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110 | (1) |
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Contingency-Dependent Strategies |
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111 | (6) |
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111 | (2) |
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113 | (1) |
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114 | (1) |
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Issuing Effective Instructions |
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115 | (1) |
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116 | (1) |
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Increasing Response Effort |
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117 | (1) |
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Function-Based Strategies |
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117 | (4) |
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Noncontingent Reinforcement |
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118 | (1) |
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Eliminating or Fading in Aversive Stimuli |
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118 | (2) |
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Modifying Aversive Stimuli |
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120 | (1) |
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121 | (3) |
| 8 Changing Behavior Using Consequent Strategies |
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124 | (18) |
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Organizing Consequences to Increase Desirable Behavior |
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124 | (6) |
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Using Positive Reinforcement to Improve Behavior |
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124 | (3) |
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Using Negative Reinforcement to Improve Behavior |
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127 | (3) |
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Organizing Consequences to Decrease Undesirable Behavior |
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130 | (10) |
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Selecting Punishment Strategies |
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131 | (1) |
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131 | (1) |
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132 | (2) |
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Removal of Reinforcing Stimuli |
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134 | (4) |
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138 | (2) |
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140 | (2) |
| 9 Changing Behavior Using Contingency Management Strategies |
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142 | (15) |
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142 | (6) |
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Designing a Token Economy |
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143 | (3) |
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Other Variants of the Token Economy |
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146 | (1) |
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147 | (1) |
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148 | (3) |
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150 | (1) |
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151 | (1) |
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Other Contingency Management Interventions |
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151 | (1) |
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151 | (3) |
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154 | (3) |
| 10 Interventions for Teaching Behavioral and Social Skills |
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157 | (16) |
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Behavioral Skills Training |
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158 | (3) |
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161 | (4) |
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Self-Management Interventions |
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165 | (5) |
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Conceptualizing Self-Management Interventions |
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165 | (1) |
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Teaching Students to Self-Manage Their Own Behavior |
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166 | (4) |
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170 | (3) |
| 11 Promoting and Enhancing Academic Skills |
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173 | (20) |
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Fundamentals of Effective Instruction |
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173 | (9) |
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174 | (1) |
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175 | (1) |
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The Three-Term Contingency or Learning Trial |
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176 | (6) |
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182 | (1) |
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The Instructional Hierarchy |
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182 | (6) |
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183 | (2) |
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185 | (1) |
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Generalization and Maintenance |
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186 | (2) |
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Instructional Programs Derived from Behavioral Principles of Learning |
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188 | (2) |
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189 | (1) |
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190 | (1) |
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190 | (3) |
| 12 Behavior Analysis and Mental Health Issues |
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193 | (16) |
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194 | (7) |
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194 | (3) |
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197 | (2) |
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199 | (2) |
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201 | (5) |
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201 | (1) |
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202 | (2) |
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204 | (2) |
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206 | (3) |
| Index |
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209 | |
Lisainfo e-raamatute kohta