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The effects of Team-Assisted Individualization (TAI) on the academic, behavioral, and social skills of three classes of handicapped adjudicated youth were examined using a reversal design. TAI resulted in an increase in the classes' on-task and cooperative behaviors. Although students improved their math performance, a clear functional relationship between math performance and TAI was not established. Data on sociometric ratings indicated that TAI increased the students' liking of their classmates, and student satisfaction data showed that the students preferred TAI to working independently.
Salend et al. (Sat,) studied this question.