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Treatment Effect Norms

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Handbook of Behavior Therapy in Education

Abstract

The wide diversity of problems in educational settings poses a formidable challenge to behavior therapists. Indeed, the multitude of behavior change strategies in the second part of this volume probably reflects the degree of creativity required to confront such a diverse set of problems. At some point, however, the clinician and the researcher may wish to look beyond these multiple and seemingly separate problems and strategies to gain a more unified perspective of the field of behavior therapy. One fundamental purpose in this chapter is to create such a unified perspective by discussing the notion of treatment effect norms. Although the concept of norm necessarily implies a more catholic view than would otherwise emerge from one’s own research or experience, it also offers an opportunity to integrate and to focus, yet also cast a broad net.

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Author information

Authors and Affiliations

  1. ISR/SRC, University of Michigan, Ann Arbor, Michigan, 48106, USA

    William H. Yeaton

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  1. William H. Yeaton
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Editors and Affiliations

  1. Department of Psychology, Louisiana State University, Baton Rouge, Louisiana, USA

    Joseph C. Witt  & Frank M. Gresham  & 

  2. Department of Educational Psychology, University of Wisconsin-Madison, Madison, Wisconsin, USA

    Stephen N. Elliot

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© 1988 Plenum Press, New York

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Yeaton, W.H. (1988). Treatment Effect Norms. In: Witt, J.C., Elliot, S.N., Gresham, F.M. (eds) Handbook of Behavior Therapy in Education. Springer, Boston, MA. https://doi.org/10.1007/978-1-4613-0905-5_7

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  • DOI: https://doi.org/10.1007/978-1-4613-0905-5_7

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4612-8238-9

  • Online ISBN: 978-1-4613-0905-5

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