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. 2021 Sep 1;6:25. doi: 10.1038/s41539-021-00102-x

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© The Author(s) 2021

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.

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Fig. 3 — The following scenarios are explored: a comparison between verbal teacher communications, physical, and visual prompts when only a single communication is applied; b comparison between verbal teacher communications, physical, and visual prompts, including instances where two (dual) communications are applied; c comparison between picture and object teacher communications (i.e. between the two visual prompts); d comparison between gestures and visual prompts; e comparison between one and two teacher communications; f comparison between one and two teacher communications when communications with a physical prompt are excluded. Straight vertical lines denote the mean of the corresponding distribution.