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Implementing Banking Time with Teachers and Preschoolers Displaying Disruptive Behaviors: Links Between Consultant-Teacher Relationship Quality, Implementation Fidelity and Dosage, and Dyadic Teacher–Child Interactions

Crossref DOI link: https://doi.org/10.1007/s12310-021-09467-1

Published Online: 2021-07-22

Published Print: 2022-06

Update policy: https://doi.org/10.1007/springer_crossmark_policy

Authors

Partee, Ann

Williford, Amanda

Whittaker, Jessica
Funding

Funding for this research was provided by:

Institute of Education Sciences (R305B140026)
License Information

Text and Data Mining valid from 2021-07-22

Version of Record valid from 2021-07-22
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Article History

Accepted: 25 June 2021

First Online: 22 July 2021

Declarations

:

: The authors declare that they have no conflict of interest.

: All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Declaration of Helsinki and its later amendments or comparable ethical standards.

: Informed consent was obtained from all individual participants included in the study.

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