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You searched for +publisher:"Penn State University" +contributor:("Carol Anne Miller, Committee Member"). Showing records 1 – 29 of 29 total matches.

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Penn State University

1. Cadely, Farlah Antonia. EXAMINING OROFACIAL SOMATOSENSATION DIFFERENCES IN ADULTS WITH AND WITHOUT ADHD.

Degree: 2018, Penn State University

 Individuals with attention-deficit/hyperactivity disorder (ADHD) have reported secondary symptoms such as speech problems, somatosensory impairments, and sensory processing deficits. Current research efforts to assess these… (more)

Subjects/Keywords: attention-deficit/hyperactivity disorder (ADHD); orofacial somatosensation; sensory processing; sensory under-responsivity; sensory over-responsivity

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

APA (6th Edition):

Cadely, F. A. (2018). EXAMINING OROFACIAL SOMATOSENSATION DIFFERENCES IN ADULTS WITH AND WITHOUT ADHD. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15174fxc51

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cadely, Farlah Antonia. “EXAMINING OROFACIAL SOMATOSENSATION DIFFERENCES IN ADULTS WITH AND WITHOUT ADHD.” 2018. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/15174fxc51.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cadely, Farlah Antonia. “EXAMINING OROFACIAL SOMATOSENSATION DIFFERENCES IN ADULTS WITH AND WITHOUT ADHD.” 2018. Web. 20 Jan 2021.

Vancouver:

Cadely FA. EXAMINING OROFACIAL SOMATOSENSATION DIFFERENCES IN ADULTS WITH AND WITHOUT ADHD. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/15174fxc51.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cadely FA. EXAMINING OROFACIAL SOMATOSENSATION DIFFERENCES IN ADULTS WITH AND WITHOUT ADHD. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15174fxc51

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

2. Chapman, Kate M. One Good Turn Deserves Another: Constraint Hierarchies for Action Selection in Bimanual Rotation.

Degree: 2013, Penn State University

 The primary aim of this thesis was to understand action selection in object manipulation. The four experiments presented in this thesis were designed to address… (more)

Subjects/Keywords: action selection; object manipulation; end-state comfort; bimanual rotation; bimanual action; motor planning

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APA (6th Edition):

Chapman, K. M. (2013). One Good Turn Deserves Another: Constraint Hierarchies for Action Selection in Bimanual Rotation. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/18954

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chapman, Kate M. “One Good Turn Deserves Another: Constraint Hierarchies for Action Selection in Bimanual Rotation.” 2013. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/18954.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chapman, Kate M. “One Good Turn Deserves Another: Constraint Hierarchies for Action Selection in Bimanual Rotation.” 2013. Web. 20 Jan 2021.

Vancouver:

Chapman KM. One Good Turn Deserves Another: Constraint Hierarchies for Action Selection in Bimanual Rotation. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/18954.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chapman KM. One Good Turn Deserves Another: Constraint Hierarchies for Action Selection in Bimanual Rotation. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/18954

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

3. Serpentine, Elizabeth Clark. The Effects of Teaching Open-ended Partner Focused Questions to Adolescents with Asperger's Syndrome to Enhance Their Communicative Competence.

Degree: 2012, Penn State University

 Social dysfunction has been called the most central and disabling feature of Asperger Syndrome (AS). Without intervention, individuals with AS do not outgrow deficits in… (more)

Subjects/Keywords: Autism; Asperger's; Communicative Competence; Partner Focused Questions; social skills

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

APA (6th Edition):

Serpentine, E. C. (2012). The Effects of Teaching Open-ended Partner Focused Questions to Adolescents with Asperger's Syndrome to Enhance Their Communicative Competence. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13882

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Serpentine, Elizabeth Clark. “The Effects of Teaching Open-ended Partner Focused Questions to Adolescents with Asperger's Syndrome to Enhance Their Communicative Competence.” 2012. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/13882.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Serpentine, Elizabeth Clark. “The Effects of Teaching Open-ended Partner Focused Questions to Adolescents with Asperger's Syndrome to Enhance Their Communicative Competence.” 2012. Web. 20 Jan 2021.

Vancouver:

Serpentine EC. The Effects of Teaching Open-ended Partner Focused Questions to Adolescents with Asperger's Syndrome to Enhance Their Communicative Competence. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/13882.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Serpentine EC. The Effects of Teaching Open-ended Partner Focused Questions to Adolescents with Asperger's Syndrome to Enhance Their Communicative Competence. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/13882

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

4. Na, Ji Young. Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome.

Degree: 2015, Penn State University

 Children with Down syndrome often have more restricted emotion expression and recognition skills than their peers who are developing typically. Some individuals with Down syndrome… (more)

Subjects/Keywords: Augmentative and Alternative Communication; Emotion; Children with Down syndrome; Storybook; Instruction and Intervention

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

APA (6th Edition):

Na, J. Y. (2015). Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/26413

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Na, Ji Young. “Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome.” 2015. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/26413.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Na, Ji Young. “Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome.” 2015. Web. 20 Jan 2021.

Vancouver:

Na JY. Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/26413.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Na JY. Communication about Emotions Using AAC During Storybook Reading: Effects of an Instruction Program for Parents of Children with Down Syndrome. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/26413

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

5. Whyte, Elisabeth M. predictors of figurative and pragmatic language comprehension in children with autism and typical development.

Degree: 2012, Penn State University

 Children with autism often have difficulties with learning various aspects of language, including vocabulary and syntax. Children with autism spectrum disorders also often have a… (more)

Subjects/Keywords: language; autism; theory of mind; pragmatic language; figurative language

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

APA (6th Edition):

Whyte, E. M. (2012). predictors of figurative and pragmatic language comprehension in children with autism and typical development. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15246

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Whyte, Elisabeth M. “predictors of figurative and pragmatic language comprehension in children with autism and typical development.” 2012. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/15246.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Whyte, Elisabeth M. “predictors of figurative and pragmatic language comprehension in children with autism and typical development.” 2012. Web. 20 Jan 2021.

Vancouver:

Whyte EM. predictors of figurative and pragmatic language comprehension in children with autism and typical development. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/15246.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Whyte EM. predictors of figurative and pragmatic language comprehension in children with autism and typical development. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/15246

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

6. Khan, Kiren S. The Relation Between Cognitive Skills and Language Skills in Typically Developing 3 1/2 to 6 Year Olds.

Degree: 2013, Penn State University

 Some prior research has examined how cognitive components contribute to young children’s progress in language acquisition, but the majority of these studies have focused on… (more)

Subjects/Keywords: Child Language Acquisition; Executive Function; Working Memory; Narrative Skills; Syntax Acquisition; Vocabulary Skills

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APA (6th Edition):

Khan, K. S. (2013). The Relation Between Cognitive Skills and Language Skills in Typically Developing 3 1/2 to 6 Year Olds. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/19808

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Khan, Kiren S. “The Relation Between Cognitive Skills and Language Skills in Typically Developing 3 1/2 to 6 Year Olds.” 2013. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/19808.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Khan, Kiren S. “The Relation Between Cognitive Skills and Language Skills in Typically Developing 3 1/2 to 6 Year Olds.” 2013. Web. 20 Jan 2021.

Vancouver:

Khan KS. The Relation Between Cognitive Skills and Language Skills in Typically Developing 3 1/2 to 6 Year Olds. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/19808.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Khan KS. The Relation Between Cognitive Skills and Language Skills in Typically Developing 3 1/2 to 6 Year Olds. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/19808

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

7. Therrien, Michelle Christine. TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS.

Degree: 2016, Penn State University

 Positive interactions with peers impact future success in many domains, including language development and relationship development. Children with complex communication needs (CCN), especially those with… (more)

Subjects/Keywords: social interaction; peer interaction; augmentative and alternative communication; autism spectrum disorder; mobile technology; intervention

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APA (6th Edition):

Therrien, M. C. (2016). TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13343mct168

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Therrien, Michelle Christine. “TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS.” 2016. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/13343mct168.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Therrien, Michelle Christine. “TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS.” 2016. Web. 20 Jan 2021.

Vancouver:

Therrien MC. TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/13343mct168.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Therrien MC. TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/13343mct168

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

8. Thistle, Jennifer J. Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children.

Degree: 2014, Penn State University

 Children who are unable to use spoken language to meet their communication needs often benefit from aided augmentative and alternative communication (AAC). The design of… (more)

Subjects/Keywords: Augmentative and alternative communication; background color; symbol arrangement; visual search; children; AAC display design

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APA (6th Edition):

Thistle, J. J. (2014). Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/22381

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Thistle, Jennifer J. “Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children.” 2014. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/22381.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Thistle, Jennifer J. “Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children.” 2014. Web. 20 Jan 2021.

Vancouver:

Thistle JJ. Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/22381.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thistle JJ. Effects of symbol arrangement and background color cues on reaction time and accuracy: Implications for AAC design for young children. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/22381

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

9. Tobin, Megan Colleen. Development Of Interaction During A Social Skills Intervention Group For Emerging Adults With Autism Spectrum Disorders (ASD): a Case Study.

Degree: 2014, Penn State University

 It has been proposed individuals with autism spectrum disorder (ASD) may benefit from social skills support across the lifespan; however little is currently known about… (more)

Subjects/Keywords: adults; autism spectrum disorders; social skills intervention; conversation; group

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

APA (6th Edition):

Tobin, M. C. (2014). Development Of Interaction During A Social Skills Intervention Group For Emerging Adults With Autism Spectrum Disorders (ASD): a Case Study. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/23530

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tobin, Megan Colleen. “Development Of Interaction During A Social Skills Intervention Group For Emerging Adults With Autism Spectrum Disorders (ASD): a Case Study.” 2014. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/23530.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tobin, Megan Colleen. “Development Of Interaction During A Social Skills Intervention Group For Emerging Adults With Autism Spectrum Disorders (ASD): a Case Study.” 2014. Web. 20 Jan 2021.

Vancouver:

Tobin MC. Development Of Interaction During A Social Skills Intervention Group For Emerging Adults With Autism Spectrum Disorders (ASD): a Case Study. [Internet] [Thesis]. Penn State University; 2014. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/23530.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tobin MC. Development Of Interaction During A Social Skills Intervention Group For Emerging Adults With Autism Spectrum Disorders (ASD): a Case Study. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/23530

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

10. Muttiah, Nimisha A. Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context.

Degree: 2015, Penn State University

 A majority of individuals with disabilities live in low and middle-income (LAMI) countries. These countries by definition are low in resources. Communication services for individuals… (more)

Subjects/Keywords: communication partner training; augmentative and alternative communication; developing countries; quasi-experimental designs

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APA (6th Edition):

Muttiah, N. A. (2015). Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/24950

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Muttiah, Nimisha A. “Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context.” 2015. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/24950.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Muttiah, Nimisha A. “Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context.” 2015. Web. 20 Jan 2021.

Vancouver:

Muttiah NA. Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/24950.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Muttiah NA. Evaluating an AAC Training for Special Education Teachers based in a Low-Resource Context. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/24950

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

11. Davidoff, Beth Ellen. CHARACTERISTICS OF THE SPOKEN LANGUAGE INTERACTIONS OF YOUNG BEGINNING COMMUNICATORS WITH AUTISM SPECTRUM DISORDER AND THEIR MOTHERS: A PRELIMINARY INVESTIGATION.

Degree: 2018, Penn State University

 This descriptive research study investigated the characteristics of the spoken language interactions of 13 mother-child dyads including children with autism spectrum disorder (ASD) during daily… (more)

Subjects/Keywords: characteristics; spoken language interactions; beginning communicators; autism spectrum disorder (ASD)

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

APA (6th Edition):

Davidoff, B. E. (2018). CHARACTERISTICS OF THE SPOKEN LANGUAGE INTERACTIONS OF YOUNG BEGINNING COMMUNICATORS WITH AUTISM SPECTRUM DISORDER AND THEIR MOTHERS: A PRELIMINARY INVESTIGATION. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/14591beb210

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Davidoff, Beth Ellen. “CHARACTERISTICS OF THE SPOKEN LANGUAGE INTERACTIONS OF YOUNG BEGINNING COMMUNICATORS WITH AUTISM SPECTRUM DISORDER AND THEIR MOTHERS: A PRELIMINARY INVESTIGATION.” 2018. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/14591beb210.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Davidoff, Beth Ellen. “CHARACTERISTICS OF THE SPOKEN LANGUAGE INTERACTIONS OF YOUNG BEGINNING COMMUNICATORS WITH AUTISM SPECTRUM DISORDER AND THEIR MOTHERS: A PRELIMINARY INVESTIGATION.” 2018. Web. 20 Jan 2021.

Vancouver:

Davidoff BE. CHARACTERISTICS OF THE SPOKEN LANGUAGE INTERACTIONS OF YOUNG BEGINNING COMMUNICATORS WITH AUTISM SPECTRUM DISORDER AND THEIR MOTHERS: A PRELIMINARY INVESTIGATION. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/14591beb210.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Davidoff BE. CHARACTERISTICS OF THE SPOKEN LANGUAGE INTERACTIONS OF YOUNG BEGINNING COMMUNICATORS WITH AUTISM SPECTRUM DISORDER AND THEIR MOTHERS: A PRELIMINARY INVESTIGATION. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/14591beb210

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

12. Mandak, Kelsey Christine. THE EFFECTS OF AN ONLINE TRAINING ON PRE-SERVICE SPEECH-LANGUAGE PATHOLOGISTS’ USE OF FAMILY-CENTERED SKILLS.

Degree: 2018, Penn State University

 Despite the recognition that family-centered services are best-practice in Augmentative and Alternative Communication (AAC) services, many speech-language pathologists (SLPs) are lacking in their acquisition and… (more)

Subjects/Keywords: Family-centered services; AAC; Pre-service training; Active listening; Augmentative and Alternative Communication; relational skills

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

APA (6th Edition):

Mandak, K. C. (2018). THE EFFECTS OF AN ONLINE TRAINING ON PRE-SERVICE SPEECH-LANGUAGE PATHOLOGISTS’ USE OF FAMILY-CENTERED SKILLS. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15424kch5029

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mandak, Kelsey Christine. “THE EFFECTS OF AN ONLINE TRAINING ON PRE-SERVICE SPEECH-LANGUAGE PATHOLOGISTS’ USE OF FAMILY-CENTERED SKILLS.” 2018. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/15424kch5029.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mandak, Kelsey Christine. “THE EFFECTS OF AN ONLINE TRAINING ON PRE-SERVICE SPEECH-LANGUAGE PATHOLOGISTS’ USE OF FAMILY-CENTERED SKILLS.” 2018. Web. 20 Jan 2021.

Vancouver:

Mandak KC. THE EFFECTS OF AN ONLINE TRAINING ON PRE-SERVICE SPEECH-LANGUAGE PATHOLOGISTS’ USE OF FAMILY-CENTERED SKILLS. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/15424kch5029.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mandak KC. THE EFFECTS OF AN ONLINE TRAINING ON PRE-SERVICE SPEECH-LANGUAGE PATHOLOGISTS’ USE OF FAMILY-CENTERED SKILLS. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15424kch5029

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

13. O'Neill, Tara Anne. Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life.

Degree: 2018, Penn State University

 In order to ensure long-term adoption and use of augmentative and alternative communication (AAC) technologies, they must be designed to support children to participate within… (more)

Subjects/Keywords: In order to ensure long-term adoption and use of augmentative and alternative communication (AAC) technologies; they must be designed to support children to participate within everyday activities and routines that are prioritized by families. Nine parents of children with cerebral palsy who used AAC technologies participated in semi-structured interviews to provide their perspectives of how AAC technologies were integrated into the functional contexts of everyday life. Five major themes emerged from the discussions: (a) integrating AAC into life; (b) AAC technologies; (c) child needs and skills; (d) parent responsibilities and priorities; and (e) AAC process and decision-making. Children were able to use AAC technologies within a variety of everyday contexts with various partners; however; challenges included access to AAC within physical and outdoor activities and partners who lacked knowledge regarding operational competencies and effective interaction strategies. In order to integrate AAC technologies into life; parents prioritized technology features including ease of programming; improved physical design (e.g.; lighter; wearable; easy to mount; durable); features to enhance efficiency and ease of access (e.g.; brain-computer interface; sentence prediction); and availably of multiple functions and features (e.g.; facial recognition software; augmented reality; projection capabilities; capability to control wheelchair). AAC manufacturers and mainstream technology developers should work to ensure that technologies are responsive to the supports; limitations; and ideal features identified by parents. Future research should seek input from a larger group of stakeholders and use longitudinal methods to examine perceptions of AAC technologies over time. Keywords: technology design; augmentative and alternative communication; parents; cerebral palsy; service delivery; technology design; family

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APA (6th Edition):

O'Neill, T. A. (2018). Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15513tao5012

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

O'Neill, Tara Anne. “Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life.” 2018. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/15513tao5012.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

O'Neill, Tara Anne. “Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life.” 2018. Web. 20 Jan 2021.

Vancouver:

O'Neill TA. Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/15513tao5012.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

O'Neill TA. Perspectives of Parents of Children with Cerebral Palsy on the Supports, Challenges, and Realities of Integrating AAC into Everyday Life. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15513tao5012

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

14. Richardson, Laura. Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention.

Degree: 2018, Penn State University

 Family-centered practice is characterized by relational and participatory practices with foundations in family systems and ecological systems theories (Bronfenbrenner, 1979; Dunst et al., 2002; Mandak… (more)

Subjects/Keywords: augmentative and alternative communication; early intervention; family-centered practice

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

APA (6th Edition):

Richardson, L. (2018). Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16082lfd116

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Richardson, Laura. “Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention.” 2018. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/16082lfd116.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Richardson, Laura. “Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention.” 2018. Web. 20 Jan 2021.

Vancouver:

Richardson L. Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/16082lfd116.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Richardson L. Perspectives and Experiences of Parents of Children with Communication Needs in Early Intervention. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/16082lfd116

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

15. Davis, Jennifer Marguerite. MILITARY SPOUSE ONLINE AUTISM RELOCATION READINESS (MILSOARR) TRAINING AND MENTORSHIP PROGRAM.

Degree: 2016, Penn State University

 The purpose of this dissertation was to develop and evaluate the Military Spouse Online Autism Relocation Readiness (MilSOARR) training and mentorship program. Chapter 2 reviewed… (more)

Subjects/Keywords: autism; military family; peer mentor

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APA (6th Edition):

Davis, J. M. (2016). MILITARY SPOUSE ONLINE AUTISM RELOCATION READINESS (MILSOARR) TRAINING AND MENTORSHIP PROGRAM. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13517jod5183

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Davis, Jennifer Marguerite. “MILITARY SPOUSE ONLINE AUTISM RELOCATION READINESS (MILSOARR) TRAINING AND MENTORSHIP PROGRAM.” 2016. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/13517jod5183.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Davis, Jennifer Marguerite. “MILITARY SPOUSE ONLINE AUTISM RELOCATION READINESS (MILSOARR) TRAINING AND MENTORSHIP PROGRAM.” 2016. Web. 20 Jan 2021.

Vancouver:

Davis JM. MILITARY SPOUSE ONLINE AUTISM RELOCATION READINESS (MILSOARR) TRAINING AND MENTORSHIP PROGRAM. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/13517jod5183.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Davis JM. MILITARY SPOUSE ONLINE AUTISM RELOCATION READINESS (MILSOARR) TRAINING AND MENTORSHIP PROGRAM. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/13517jod5183

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

16. Holyfield, Christine Elizabeth. Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities.

Degree: 2017, Penn State University

 Consistent partner responsivity builds the associations that bring about the start of symbolic communication in language development. Middle-school students with multiple disabilities who have not… (more)

Subjects/Keywords: augmentative and alternative communication; multiple disabilities; communication partner intervention; developmental disability; mobile technology

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

APA (6th Edition):

Holyfield, C. E. (2017). Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/14312ceh244

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Holyfield, Christine Elizabeth. “Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities.” 2017. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/14312ceh244.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Holyfield, Christine Elizabeth. “Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities.” 2017. Web. 20 Jan 2021.

Vancouver:

Holyfield CE. Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities. [Internet] [Thesis]. Penn State University; 2017. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/14312ceh244.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Holyfield CE. Effect of an AAC app-based video training on peers' accuracy identifying communicative behaviors in presymbolic middle schoolers with multiple disabilities. [Thesis]. Penn State University; 2017. Available from: https://submit-etda.libraries.psu.edu/catalog/14312ceh244

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

17. Caron, Jessica Gosnell. Effects of Adapted Instruction on the Acquisition of Letter-correspondences and Sight Words by Pre-adolescent/adolescent Learners with Complex Communication Needs and Autism Spectrum Disorders.

Degree: 2016, Penn State University

 Successfully learning to read and write is not an isolated skill, but rather a complex process of integrating and applying component skills and knowledge (Adams,… (more)

Subjects/Keywords: literacy; augmentative and alternative communication; autism spectrum disorder; letter-sound correspondence; sight words

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APA (6th Edition):

Caron, J. G. (2016). Effects of Adapted Instruction on the Acquisition of Letter-correspondences and Sight Words by Pre-adolescent/adolescent Learners with Complex Communication Needs and Autism Spectrum Disorders. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/27757

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Caron, Jessica Gosnell. “Effects of Adapted Instruction on the Acquisition of Letter-correspondences and Sight Words by Pre-adolescent/adolescent Learners with Complex Communication Needs and Autism Spectrum Disorders.” 2016. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/27757.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Caron, Jessica Gosnell. “Effects of Adapted Instruction on the Acquisition of Letter-correspondences and Sight Words by Pre-adolescent/adolescent Learners with Complex Communication Needs and Autism Spectrum Disorders.” 2016. Web. 20 Jan 2021.

Vancouver:

Caron JG. Effects of Adapted Instruction on the Acquisition of Letter-correspondences and Sight Words by Pre-adolescent/adolescent Learners with Complex Communication Needs and Autism Spectrum Disorders. [Internet] [Thesis]. Penn State University; 2016. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/27757.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Caron JG. Effects of Adapted Instruction on the Acquisition of Letter-correspondences and Sight Words by Pre-adolescent/adolescent Learners with Complex Communication Needs and Autism Spectrum Disorders. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/27757

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

18. Gullifer, Jason William. Using syntactic priming to identify cross-language constraints in bilingual language processing.

Degree: 2015, Penn State University

 Bilinguals co-activate lexical and syntactic alternatives in both languages when reading or speaking in one language. This series experiments on L1 Spanish  – L2 English… (more)

Subjects/Keywords: syntactic constraints; word recognition; syntactic priming; psycholinguistics; bilingualism

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APA (6th Edition):

Gullifer, J. W. (2015). Using syntactic priming to identify cross-language constraints in bilingual language processing. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/26516

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Gullifer, Jason William. “Using syntactic priming to identify cross-language constraints in bilingual language processing.” 2015. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/26516.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Gullifer, Jason William. “Using syntactic priming to identify cross-language constraints in bilingual language processing.” 2015. Web. 20 Jan 2021.

Vancouver:

Gullifer JW. Using syntactic priming to identify cross-language constraints in bilingual language processing. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/26516.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gullifer JW. Using syntactic priming to identify cross-language constraints in bilingual language processing. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/26516

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

19. Johnson, Rupert. Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation.

Degree: 2020, Penn State University

 Purpose: The purpose of this study is to use wearable eye tracking technology to examine the implicit physiological and behavioral reactions toward PWS by examining… (more)

Subjects/Keywords: Listener perceptions; listener reactions; stuttering; Eye-tracking; pupillometry; physiological measures

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APA (6th Edition):

Johnson, R. (2020). Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/17732rej5059

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Johnson, Rupert. “Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation.” 2020. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/17732rej5059.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Johnson, Rupert. “Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation.” 2020. Web. 20 Jan 2021.

Vancouver:

Johnson R. Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation. [Internet] [Thesis]. Penn State University; 2020. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/17732rej5059.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johnson R. Listener Gaze and Pupil Reactions Toward a PWS in Real Time Conversation. [Thesis]. Penn State University; 2020. Available from: https://submit-etda.libraries.psu.edu/catalog/17732rej5059

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

20. Karnezos, Julia Lb. THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS.

Degree: 2018, Penn State University

 Children with complex communication needs (CCN) require augmentative and alternative communication (AAC) to participate in home, school, and community environments, but many school teams are… (more)

Subjects/Keywords: AAC; augmentative and alternative communication; assessment; school; checklist

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APA (6th Edition):

Karnezos, J. L. (2018). THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15034jlb733

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Karnezos, Julia Lb. “THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS.” 2018. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/15034jlb733.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Karnezos, Julia Lb. “THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS.” 2018. Web. 20 Jan 2021.

Vancouver:

Karnezos JL. THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/15034jlb733.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Karnezos JL. THE EFFECT OF A CHECKLIST ON SCHOOL TEAMS’ PLANS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION ASSESSMENTS. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15034jlb733

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

21. Seibert Hanson, Aroline. How Second Language Learners Process Argument Structure: The Effects of First Language and Individual Differences.

Degree: 2012, Penn State University

 Research suggests that adult second language learners have difficulty processing certain argument structures in their L2. In particular, it has been shown that L1 English… (more)

Subjects/Keywords: second language acquisition; Spanish clitic structures; transfer; individual differences; working memory capacity; proficiency

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APA (6th Edition):

Seibert Hanson, A. (2012). How Second Language Learners Process Argument Structure: The Effects of First Language and Individual Differences. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15139

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Seibert Hanson, Aroline. “How Second Language Learners Process Argument Structure: The Effects of First Language and Individual Differences.” 2012. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/15139.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Seibert Hanson, Aroline. “How Second Language Learners Process Argument Structure: The Effects of First Language and Individual Differences.” 2012. Web. 20 Jan 2021.

Vancouver:

Seibert Hanson A. How Second Language Learners Process Argument Structure: The Effects of First Language and Individual Differences. [Internet] [Thesis]. Penn State University; 2012. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/15139.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Seibert Hanson A. How Second Language Learners Process Argument Structure: The Effects of First Language and Individual Differences. [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/15139

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

22. McClain, Rhonda. Using event-related potentials to track the scope and time course of inhibition during bilingual speech.

Degree: 2015, Penn State University

 Parallel activation of words in both the bilingual’s two languages has been observed even when bilinguals plan to speak a single word. This observation has… (more)

Subjects/Keywords: bilingualism; second language learning; event-related potentials; inhibition; language control

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APA (6th Edition):

McClain, R. (2015). Using event-related potentials to track the scope and time course of inhibition during bilingual speech. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/25899

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

McClain, Rhonda. “Using event-related potentials to track the scope and time course of inhibition during bilingual speech.” 2015. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/25899.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

McClain, Rhonda. “Using event-related potentials to track the scope and time course of inhibition during bilingual speech.” 2015. Web. 20 Jan 2021.

Vancouver:

McClain R. Using event-related potentials to track the scope and time course of inhibition during bilingual speech. [Internet] [Thesis]. Penn State University; 2015. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/25899.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McClain R. Using event-related potentials to track the scope and time course of inhibition during bilingual speech. [Thesis]. Penn State University; 2015. Available from: https://submit-etda.libraries.psu.edu/catalog/25899

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

23. Dunn Davison, Megan Elizabeth. Spanish-English Bilingual Preschoolers' English Grammatical Development .

Degree: 2008, Penn State University

 Previous research has largely focused on children’s developing abilities in their first language when studying Spanish-English bilingual children's language development. However, relatively little research has… (more)

Subjects/Keywords: Head Start; grammatical development; language development; bilingual; morphology

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APA (6th Edition):

Dunn Davison, M. E. (2008). Spanish-English Bilingual Preschoolers' English Grammatical Development . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/8547

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dunn Davison, Megan Elizabeth. “Spanish-English Bilingual Preschoolers' English Grammatical Development .” 2008. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/8547.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dunn Davison, Megan Elizabeth. “Spanish-English Bilingual Preschoolers' English Grammatical Development .” 2008. Web. 20 Jan 2021.

Vancouver:

Dunn Davison ME. Spanish-English Bilingual Preschoolers' English Grammatical Development . [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/8547.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dunn Davison ME. Spanish-English Bilingual Preschoolers' English Grammatical Development . [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/8547

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

24. Finke, Erinn H. STRATEGY INSTRUCTION FOR TYPICALLY DEVELOPING CHILDREN: JOINT BOOK READING WITH CHILDREN WITH AUTISM SPECTRUM DISORDER WHO REQUIRE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION.

Degree: 2008, Penn State University

 As a result of their inherent difficulty with social interaction and communication, children with autism spectrum disorder (ASD) frequently require support to communicate and engage… (more)

Subjects/Keywords: Autism Spectrum Disorder; Augmentative and Alternative Communication; Strategy Instruction

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APA (6th Edition):

Finke, E. H. (2008). STRATEGY INSTRUCTION FOR TYPICALLY DEVELOPING CHILDREN: JOINT BOOK READING WITH CHILDREN WITH AUTISM SPECTRUM DISORDER WHO REQUIRE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/8682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Finke, Erinn H. “STRATEGY INSTRUCTION FOR TYPICALLY DEVELOPING CHILDREN: JOINT BOOK READING WITH CHILDREN WITH AUTISM SPECTRUM DISORDER WHO REQUIRE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION. ” 2008. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/8682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Finke, Erinn H. “STRATEGY INSTRUCTION FOR TYPICALLY DEVELOPING CHILDREN: JOINT BOOK READING WITH CHILDREN WITH AUTISM SPECTRUM DISORDER WHO REQUIRE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION. ” 2008. Web. 20 Jan 2021.

Vancouver:

Finke EH. STRATEGY INSTRUCTION FOR TYPICALLY DEVELOPING CHILDREN: JOINT BOOK READING WITH CHILDREN WITH AUTISM SPECTRUM DISORDER WHO REQUIRE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION. [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/8682.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Finke EH. STRATEGY INSTRUCTION FOR TYPICALLY DEVELOPING CHILDREN: JOINT BOOK READING WITH CHILDREN WITH AUTISM SPECTRUM DISORDER WHO REQUIRE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/8682

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

25. Arkenberg, Marnie Elaine. Children's Lexical Expertise.

Degree: 2008, Penn State University

 There are several indications that the process of children’s word-learning and the development of expertise are similar. These clues are found in both theoretical contentions… (more)

Subjects/Keywords: Children; expertise; word learning; vocabulary

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

APA (6th Edition):

Arkenberg, M. E. (2008). Children's Lexical Expertise. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/6818

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Arkenberg, Marnie Elaine. “Children's Lexical Expertise.” 2008. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/6818.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Arkenberg, Marnie Elaine. “Children's Lexical Expertise.” 2008. Web. 20 Jan 2021.

Vancouver:

Arkenberg ME. Children's Lexical Expertise. [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/6818.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Arkenberg ME. Children's Lexical Expertise. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/6818

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

26. Binger, Cathy. THE EFFECTS OF AIDED AAC MODELING ON THE EXPRESSION OF MULTI-SYMBOL MESSAGES BY CHILDREN WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION.

Degree: 2008, Penn State University

 Preschoolers who have severe communication disorders and who require the use of augmentative and alternative communication (AAC) systems (e.g., communication boards, computerized voice-output systems) are… (more)

Subjects/Keywords: AAC; augmentative communication; child language disorders; modeling; augmented input; aided language stimulation

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

APA (6th Edition):

Binger, C. (2008). THE EFFECTS OF AIDED AAC MODELING ON THE EXPRESSION OF MULTI-SYMBOL MESSAGES BY CHILDREN WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/6441

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Binger, Cathy. “THE EFFECTS OF AIDED AAC MODELING ON THE EXPRESSION OF MULTI-SYMBOL MESSAGES BY CHILDREN WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION.” 2008. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/6441.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Binger, Cathy. “THE EFFECTS OF AIDED AAC MODELING ON THE EXPRESSION OF MULTI-SYMBOL MESSAGES BY CHILDREN WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION.” 2008. Web. 20 Jan 2021.

Vancouver:

Binger C. THE EFFECTS OF AIDED AAC MODELING ON THE EXPRESSION OF MULTI-SYMBOL MESSAGES BY CHILDREN WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION. [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/6441.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Binger C. THE EFFECTS OF AIDED AAC MODELING ON THE EXPRESSION OF MULTI-SYMBOL MESSAGES BY CHILDREN WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/6441

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

27. Myers, Lauren Jeanette. The Mind on Paper: The Role of Interpretive Mind and Iconicity in Children's Symbolic Development .

Degree: 2008, Penn State University

 A defining characteristic of human cognition is the ability to communicate referentially. In order to use symbols to refer to something, one must recognize that… (more)

Subjects/Keywords: cognitive processes; developmental psychology; symbol; symbolism; theory of mind; graphic representation; map; cognitive development; communication

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

APA (6th Edition):

Myers, L. J. (2008). The Mind on Paper: The Role of Interpretive Mind and Iconicity in Children's Symbolic Development . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/8104

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Myers, Lauren Jeanette. “The Mind on Paper: The Role of Interpretive Mind and Iconicity in Children's Symbolic Development .” 2008. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/8104.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Myers, Lauren Jeanette. “The Mind on Paper: The Role of Interpretive Mind and Iconicity in Children's Symbolic Development .” 2008. Web. 20 Jan 2021.

Vancouver:

Myers LJ. The Mind on Paper: The Role of Interpretive Mind and Iconicity in Children's Symbolic Development . [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/8104.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Myers LJ. The Mind on Paper: The Role of Interpretive Mind and Iconicity in Children's Symbolic Development . [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/8104

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

28. Craven, Patrick Lawrence. Testing Expression Effects of Language and Inhibition Within a Series of False Belief Tasks.

Degree: 2008, Penn State University

 The extent to which theory of mind task success depends on children’s language and executive function skills is tested in this study. Specifically, the hypothesis… (more)

Subjects/Keywords: theory of mind; inhibition; executive function; language

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

APA (6th Edition):

Craven, P. L. (2008). Testing Expression Effects of Language and Inhibition Within a Series of False Belief Tasks. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/6569

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Craven, Patrick Lawrence. “Testing Expression Effects of Language and Inhibition Within a Series of False Belief Tasks.” 2008. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/6569.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Craven, Patrick Lawrence. “Testing Expression Effects of Language and Inhibition Within a Series of False Belief Tasks.” 2008. Web. 20 Jan 2021.

Vancouver:

Craven PL. Testing Expression Effects of Language and Inhibition Within a Series of False Belief Tasks. [Internet] [Thesis]. Penn State University; 2008. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/6569.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Craven PL. Testing Expression Effects of Language and Inhibition Within a Series of False Belief Tasks. [Thesis]. Penn State University; 2008. Available from: https://submit-etda.libraries.psu.edu/catalog/6569

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

29. Costigan, Frances Aileen. CONSTRAINTS ON COMPUTER MOUSE USE FOR YOUNG CHILDREN: IMPLICATIONS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION .

Degree: 2010, Penn State University

 Many young children with disabilities require augmentative and alternative communication (AAC) to communicate functionally. There is great danger that current technologies will not accommodate the… (more)

Subjects/Keywords: computer access; assistive technology; augmentative communication; young children; motor control

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

APA (6th Edition):

Costigan, F. A. (2010). CONSTRAINTS ON COMPUTER MOUSE USE FOR YOUNG CHILDREN: IMPLICATIONS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/10973

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Costigan, Frances Aileen. “CONSTRAINTS ON COMPUTER MOUSE USE FOR YOUNG CHILDREN: IMPLICATIONS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION .” 2010. Thesis, Penn State University. Accessed January 20, 2021. https://submit-etda.libraries.psu.edu/catalog/10973.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Costigan, Frances Aileen. “CONSTRAINTS ON COMPUTER MOUSE USE FOR YOUNG CHILDREN: IMPLICATIONS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION .” 2010. Web. 20 Jan 2021.

Vancouver:

Costigan FA. CONSTRAINTS ON COMPUTER MOUSE USE FOR YOUNG CHILDREN: IMPLICATIONS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION . [Internet] [Thesis]. Penn State University; 2010. [cited 2021 Jan 20]. Available from: https://submit-etda.libraries.psu.edu/catalog/10973.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Costigan FA. CONSTRAINTS ON COMPUTER MOUSE USE FOR YOUNG CHILDREN: IMPLICATIONS FOR AUGMENTATIVE AND ALTERNATIVE COMMUNICATION . [Thesis]. Penn State University; 2010. Available from: https://submit-etda.libraries.psu.edu/catalog/10973

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.