in most programs it is probably best to make all task-related requirements as similar as possible to those of the post- intervention environment before withdrawing significant antecedent or consequence components of the interven- tion. In this way the learner will be emitting the target behavior at the same level of fluency that will be required after the complete intervention has been withdrawn.
Although the order in which intervention compo- nents are withdrawn may make little or no difference
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