Skip to main content
. 2018 Nov 16;28(1 Suppl):341–358. doi: 10.1044/2018_AJSLP-17-0153

Figure 3.

Figure 3.

Results of linear mixed-effects regression revealed that time (i.e., weeks) had a significantly greater effect on the positive classroom behaviors (solid line) than the negative classroom behaviors (dotted line), supporting that intensive cognitive-communication rehabilitation students demonstrated more accurate and appropriate classroom participation with the duration of the third semester.