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State University of New York at Buffalo

Efficacy of the daily report card intervention for high-functioning children with autism spectrum disorder: A multiple-baseline study

dc:creator Pyle, Kellina; 0000-0003-4293-5923

dc:date2018

Abstract

dc:description

Ph.D.

Degree

thesis:*

Grantor dc:publisher: State University of New York at Buffalo
Year dc:date: 2018

Author and committee

dc:creator, dc:contributor.*

Author dc:creator: Pyle, Kellina; 0000-0003-4293-5923
Contributors dc:contributor: Fabiano, Gregory
Counseling, School and Educational Psychology

Subjects

dc:subject × 3

Rights

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Statement dc:rights: Users of works found in University at Buffalo Institutional Repository (UBIR) are responsible for identifying and contacting the copyright owner for permission to reuse. University at Buffalo Libraries do not manage rights for copyright-protected works and cannot assist with permissions.

Copyright retained by author.
Language dc:language: eng

Identifiers

dc:identifier.*

Handle dc:identifier: http://hdl.handle.net/10477/77953
OAI identifier oai:identifier: oai:ubir.buffalo.edu:10477/77953

Chain of custody

source

Harvested from: Buffalo
Base URL: ubir.buffalo.edu/oai/request
Last updated: 2026-07-27
Source record: OAI-PMH GetRecord

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citation

Pyle, Kellina; 0000-0003-4293-5923. Efficacy of the daily report card intervention for high-functioning children with autism spectrum disorder: A multiple-baseline study. State University of New York at Buffalo, 2018. http://hdl.handle.net/10477/77953

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