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Following the exercise session, participants were asked to say (report) which machine(s) they had used. Following the baseline condition, do\u2010report correspondence training was introduced sequentially across participants. During do\u2010report correspondence training, accurate reporting was reinforced. High rates of both do\u2010report and promise\u2010do correspondence were observed. Data were analyzed via a multiple baseline across subjects design and contingency\u2010space analysis. Results are discussed with regard to observed changes in promise\u2010do correspondence subsequent to observed changes in do\u2010report correspondence.<\/jats:p>","DOI":"10.1901\/jaba.1992.25-681","type":"journal-article","created":{"date-parts":[[2006,3,1]],"date-time":"2006-03-01T22:36:27Z","timestamp":1141252587000},"page":"681-690","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":16,"title":["STRATEGIES TO INCREASE EXERCISE\u2010REPORT CORRESPONDENCE BY BOYS WITH MODERATE MENTAL RETARDATION: COLLATERAL CHANGES IN INTENTION\u2010EXERCISE CORRESPONDENCE"],"prefix":"10.1002","volume":"25","author":[{"given":"Philip G.","family":"Wilson","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Frank R.","family":"Rusch","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Suzanne","family":"Lee","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2013,2,27]]},"reference":[{"key":"e_1_2_1_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/0891-4222(90)90024-3"},{"key":"e_1_2_1_3_1","doi-asserted-by":"publisher","DOI":"10.1901\/jeab.1990.54-23"},{"key":"e_1_2_1_4_1","first-page":"379","article-title":"Training generalized correspondence between verbal behavior at school and nonverbal behavior at home","volume":"6","author":"Baer R. 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