Erratum to: Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach [Prev Sci, DOI 10.1007/s11121-014-0519-6]

Shannon B. Wanless; Sara E. Rimm-Kaufman; Tashia Abry; Ross A. Larsen; Christine L. Patton

doi:10.1007/s11121-014-0536-5

Erratum to: Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach [Prev Sci, DOI 10.1007/s11121-014-0519-6]

Shannon B. Wanless, Sara E. Rimm-Kaufman, Tashia Abry, Ross A. Larsen, Christine L. Patton

Research output: Contribution to journal › Comment/debate › peer-review

Original language	English (US)
Pages (from-to)	1117
Number of pages	1
Journal	Prevention Science
Volume	16
Issue number	8
DOIs	https://doi.org/10.1007/s11121-014-0536-5
State	Published - Nov 1 2015

ASJC Scopus subject areas

Public Health, Environmental and Occupational Health

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10.1007/s11121-014-0536-5

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Erratum to: Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach [Prev Sci, DOI 10.1007/s11121-014-0519-6]. / Wanless, Shannon B.; Rimm-Kaufman, Sara E.; Abry, Tashia et al.
In: Prevention Science, Vol. 16, No. 8, 01.11.2015, p. 1117.

Research output: Contribution to journal › Comment/debate › peer-review

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title = "Erratum to: Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach [Prev Sci, DOI 10.1007/s11121-014-0519-6]",

author = "Wanless, {Shannon B.} and Rimm-Kaufman, {Sara E.} and Tashia Abry and Larsen, {Ross A.} and Patton, {Christine L.}",

note = "Funding Information: The original version of this article unfortunately did not acknowledge sources of support. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A070063, R305B060009 (PI: Rimm-Kaufman), R305B090002 (PI: Pianta) to the University of Virginia. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the U.S. Department of Education.",

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AU - Abry, Tashia

AU - Larsen, Ross A.

AU - Patton, Christine L.

N1 - Funding Information: The original version of this article unfortunately did not acknowledge sources of support. The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A070063, R305B060009 (PI: Rimm-Kaufman), R305B090002 (PI: Pianta) to the University of Virginia. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the U.S. Department of Education.

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Erratum to: Engagement in Training as a Mechanism to Understanding Fidelity of Implementation of the Responsive Classroom Approach [Prev Sci, DOI 10.1007/s11121-014-0519-6]

ASJC Scopus subject areas

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