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Abstract

The effect of cubicles in educating emotionally disturbed children was evaluated in terms of promoting attending behavior and academic rate of reading and arithmetic. A significant difference was found in attending behavior favoring use of the booths, and nonsignificant differences were found with academic behaviors, indicating that attending behavior was increased by utilizing cubicles, but academic rate was not so influenced.

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Effect of Cubicles in Educating Emotionally Disturbed Children

Abstract

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References