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Training childcare providers to improve interactions with children: A comparison of in-service training versus direct modeling of desired behaviors
Ahrens, Rachel, April 2009
Unpublished master's thesis, University of Nebraska at Omaha

A comparison of both provider-child interaction and child language development in select children in classrooms lead by child care providers who received language training either in-service or through direct modeling, based on data collected from 6 Omaha-area classrooms

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