Effect of Banking Time Intervention on Child-Teacher Relationships and Problem Behaviors in China: A Multiple Baseline Design.

In contrast, teachers in Dyads 2, 4, 5, and 6 demonstrated a decreasing trend in the perception of child problem behavior scores over various periods.

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Specifically, teachers in Dyads 1 and 3 exhibited an increasing trend in the perception of child problem behavior scores across different periods.

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