Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"Duquesne University" +contributor:("Ann Huang"). Showing records 1 – 3 of 3 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Duquesne University

1. Evans, Colleen M. The Efficacy of a Social Skills Group in the Treatment of Children and Adolescents with an Autism Spectrum Disorder.

Degree: EdD, Counselor Education and Supervision (ExCES), 2012, Duquesne University

The current study examined whether parents and therapists perceived changes in social skills in children and adolescents with an autism spectrum disorder (ASD) following participation in an eight-week social skills group. Participants included 100 children and adolescents diagnosed with an ASD. The group utilized principles of Applied Behavior Analysis (ABA) to teach social skills in a community-integrated setting. Parents and therapists completed the Social Responsiveness Scale (SRS) prior to and following the individual's participation in the group. Results of the data analysis demonstrated that parents did not perceive a significant change in their child's social skills from pre-test to post-test. Therapists, on the other hand, did perceive a significant change in social skills following participation in the group. Finally, the overall ratings from pre-test to post-test did differ between parent and therapist ratings indicating that participants were not rated as generalizing acquired skills across environments. The current study provides support for the potential efficacy of community-integrated groups in assisting individuals with an ASD in acquiring social skills within the group context. Further research on strategies to promote skill generalization across environments is needed. Advisors/Committee Members: William Casile, Joe Maola, Ann Huang.

Subjects/Keywords: Autism; Group; Social skills

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Evans, C. M. (2012). The Efficacy of a Social Skills Group in the Treatment of Children and Adolescents with an Autism Spectrum Disorder. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1543

Chicago Manual of Style (16th Edition):

Evans, Colleen M. “The Efficacy of a Social Skills Group in the Treatment of Children and Adolescents with an Autism Spectrum Disorder.” 2012. Doctoral Dissertation, Duquesne University. Accessed February 21, 2020. https://dsc.duq.edu/etd/1543.

MLA Handbook (7th Edition):

Evans, Colleen M. “The Efficacy of a Social Skills Group in the Treatment of Children and Adolescents with an Autism Spectrum Disorder.” 2012. Web. 21 Feb 2020.

Vancouver:

Evans CM. The Efficacy of a Social Skills Group in the Treatment of Children and Adolescents with an Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. Duquesne University; 2012. [cited 2020 Feb 21]. Available from: https://dsc.duq.edu/etd/1543.

Council of Science Editors:

Evans CM. The Efficacy of a Social Skills Group in the Treatment of Children and Adolescents with an Autism Spectrum Disorder. [Doctoral Dissertation]. Duquesne University; 2012. Available from: https://dsc.duq.edu/etd/1543


Duquesne University

2. Ji, Zhe. Inequity within Chinese Higher Education with the Focus on Henan Province.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2016, Duquesne University

The purpose of this study is to examine the perceptions of students from China's Henan province regarding inequities they experience in the Chinese higher education system based solely on their geography. Henan students are required to score higher than students from other provinces on the Chinese National College Entrance Examinations (NCEE) in order to apply for admission into Chinese top tier universities. Yet despite having higher scores than their peers from other provinces and meeting all admissions requirements, Henan students have little guarantee of admission. The study systematically reviews the history of the Chinese higher education system to contextualize the impact of current NCEE policies and procedures. The perceptions of six Henan students currently studying in the top tiered Chinese University were gathered using qualitative interviews and explored for commonalities and differences. The students' responses reveal a range of feelings from anger to acceptance, and even gratitude for the ways the inequities impacted their lives. This work increases our understanding of the link between geography and access to Chinese top tiered university and the effects of that link on students from Henan province. Advisors/Committee Members: Connie Moss, Helga Stokes, Ann Huang.

Subjects/Keywords: Chinese Higher Education; Chinese National College Entrance Examination; Chinese Top Tier Universities and Colleges; College Admission; Henan Province; Inequity

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ji, Z. (2016). Inequity within Chinese Higher Education with the Focus on Henan Province. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/701

Chicago Manual of Style (16th Edition):

Ji, Zhe. “Inequity within Chinese Higher Education with the Focus on Henan Province.” 2016. Doctoral Dissertation, Duquesne University. Accessed February 21, 2020. https://dsc.duq.edu/etd/701.

MLA Handbook (7th Edition):

Ji, Zhe. “Inequity within Chinese Higher Education with the Focus on Henan Province.” 2016. Web. 21 Feb 2020.

Vancouver:

Ji Z. Inequity within Chinese Higher Education with the Focus on Henan Province. [Internet] [Doctoral dissertation]. Duquesne University; 2016. [cited 2020 Feb 21]. Available from: https://dsc.duq.edu/etd/701.

Council of Science Editors:

Ji Z. Inequity within Chinese Higher Education with the Focus on Henan Province. [Doctoral Dissertation]. Duquesne University; 2016. Available from: https://dsc.duq.edu/etd/701


Duquesne University

3. Martin, Jessica. A Case Study of an Online Teacher Study Group as a Digital Professional Development Tool.

Degree: EdD, Instructional Technology (EdDIT), 2019, Duquesne University

In recent years, there appears to have been a shift in professional development approaches for teachers from short-term workshops to teacher communities of professional practice, which extend over a while and focus on the expert knowledge teachers need to use in their setting (Goya, 2014). A supportive approach to teacher learning communities is a teacher study group. An even more promising and flexible approach to teacher learning communities in a global aspect is an online teacher study group. An online teacher study group provided a universal and flexible venue to engage in collaborative discussion between general education and special education teachers about inclusion practices in a general education classroom for students diagnosed with autism. Therefore, the purpose of this case study was to provide a more in-depth look into the collaboration of general education and special education teachers through an online study group to learn and demonstrate best practices in the inclusive model of teaching. Positive learning on members of this study group was satisfactory, yet the participation was not highly interactive. This study was significant in that the online teacher study group fostered the teachers’ professional growth, however; their engagement was neither highly interactive nor superior to other online professional development models, even though their anecdotal evidence supported the claim that participants enjoyed and valued the online teacher study group (Yang & Liu, 2004). Advisors/Committee Members: Dr. Christopher Meidl, Dr. Ann Huang, Dr. Saundra Quinones.

Subjects/Keywords: Professional Development; Online Teacher Study Group; General Education and Special Education Collaboration; Educational Technology; Elementary Education and Teaching; Other Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Martin, J. (2019). A Case Study of an Online Teacher Study Group as a Digital Professional Development Tool. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1862

Chicago Manual of Style (16th Edition):

Martin, Jessica. “A Case Study of an Online Teacher Study Group as a Digital Professional Development Tool.” 2019. Doctoral Dissertation, Duquesne University. Accessed February 21, 2020. https://dsc.duq.edu/etd/1862.

MLA Handbook (7th Edition):

Martin, Jessica. “A Case Study of an Online Teacher Study Group as a Digital Professional Development Tool.” 2019. Web. 21 Feb 2020.

Vancouver:

Martin J. A Case Study of an Online Teacher Study Group as a Digital Professional Development Tool. [Internet] [Doctoral dissertation]. Duquesne University; 2019. [cited 2020 Feb 21]. Available from: https://dsc.duq.edu/etd/1862.

Council of Science Editors:

Martin J. A Case Study of an Online Teacher Study Group as a Digital Professional Development Tool. [Doctoral Dissertation]. Duquesne University; 2019. Available from: https://dsc.duq.edu/etd/1862

.