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Böddi, Z., Lassú, Z. F., Kerekes, V., & Svraka, B. (2025). Supporting preschool teachers and candidates in inclusive preschool setting – Presentation of naturalistic teaching project. Gyermeknevelés Tudományos Folyóirat, 13(1), 20–28. https://doi.org/10.31074/gyntf.2025.1.20.28

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Harjusola-Webb, S., & Robbins, S. H. (2012). The effects of teacher-implemented naturalistic intervention on the communication of preschoolers with autism. Topics in Early Childhood Special Education, 32(2), 99–110. https://doi.org/10.1177/0271121410397060

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Schreibman, L., Dawson, G., Stahmer, A. C., Landa, R., Rogers, S. J., McGee, G. G., Kasari, C., Ingersoll, B., Kaiser, A. P., Bruinsma, Y., McNerney, E., Wetherby, A., & Halladay, A. (2015). Naturalistic developmental behavioral interventions: Empirically validated treatments for autism spectrum disorder. Journal of Autism and Developmental Disorders, 45(8), 2411–2428. https://doi.org/10.1007/s10803-015-2407-8

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Wan Yunus, F., Bissett, M., Penkala, S., Kadar, M., & Liu, K. P. Y. (2021). Self-regulated learning versus activity-based intervention to reduce challenging behaviors and enhance school-related function for children with autism spectrum disorders: A randomized controlled trial. Research in Developmental Disabilities, 114, 103986. https://doi.org/10.1016/j.ridd.2021.103986

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