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You searched for +publisher:"Texas A&M University" +contributor:("Bowman-Perrott, Lisa"). Showing records 1 – 17 of 17 total matches.

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Texas A&M University

1. Perihan, Celal. The Effects of School-Based Cognitive Behavioral Interventions for Internalizing Problems: A Meta-Analysis and an Examination of the Quality of the Evidence-Base.

Degree: PhD, Educational Psychology, 2018, Texas A&M University

 Cognitive Behavioral Therapy (CBT) in a clinical setting is an effective intervention used to reduce internalized problems, particularly those of anxiety and depression disorders. Because… (more)

Subjects/Keywords: internalizing problems; school-based cognitive behavioral intervention; anxiety; depression; CBI

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APA (6th Edition):

Perihan, C. (2018). The Effects of School-Based Cognitive Behavioral Interventions for Internalizing Problems: A Meta-Analysis and an Examination of the Quality of the Evidence-Base. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173654

Chicago Manual of Style (16th Edition):

Perihan, Celal. “The Effects of School-Based Cognitive Behavioral Interventions for Internalizing Problems: A Meta-Analysis and an Examination of the Quality of the Evidence-Base.” 2018. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/173654.

MLA Handbook (7th Edition):

Perihan, Celal. “The Effects of School-Based Cognitive Behavioral Interventions for Internalizing Problems: A Meta-Analysis and an Examination of the Quality of the Evidence-Base.” 2018. Web. 31 Oct 2020.

Vancouver:

Perihan C. The Effects of School-Based Cognitive Behavioral Interventions for Internalizing Problems: A Meta-Analysis and an Examination of the Quality of the Evidence-Base. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/173654.

Council of Science Editors:

Perihan C. The Effects of School-Based Cognitive Behavioral Interventions for Internalizing Problems: A Meta-Analysis and an Examination of the Quality of the Evidence-Base. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173654


Texas A&M University

2. Stackhouse, Elizabeth Wood. Investigating the Perceptions of Preparation, Professional Support, and the Wellbeing of Teachers Serving English Learners (ELs).

Degree: PhD, Educational Psychology, 2018, Texas A&M University

 Recent growth in the population of English Learners (ELs) in the United States has created an exponential need for teachers who can serve the complex… (more)

Subjects/Keywords: Teacher preparation; English Learners; professional support; teachers' well-being; middle school teachers serving ELs; first-year teachers serving ELs

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APA (6th Edition):

Stackhouse, E. W. (2018). Investigating the Perceptions of Preparation, Professional Support, and the Wellbeing of Teachers Serving English Learners (ELs). (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173603

Chicago Manual of Style (16th Edition):

Stackhouse, Elizabeth Wood. “Investigating the Perceptions of Preparation, Professional Support, and the Wellbeing of Teachers Serving English Learners (ELs).” 2018. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/173603.

MLA Handbook (7th Edition):

Stackhouse, Elizabeth Wood. “Investigating the Perceptions of Preparation, Professional Support, and the Wellbeing of Teachers Serving English Learners (ELs).” 2018. Web. 31 Oct 2020.

Vancouver:

Stackhouse EW. Investigating the Perceptions of Preparation, Professional Support, and the Wellbeing of Teachers Serving English Learners (ELs). [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/173603.

Council of Science Editors:

Stackhouse EW. Investigating the Perceptions of Preparation, Professional Support, and the Wellbeing of Teachers Serving English Learners (ELs). [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173603


Texas A&M University

3. Drake, Amanda. Executive Functioning in Adolescence: Relation to Bilingualism and Externalizing Behaviors.

Degree: PhD, School Psychology, 2016, Texas A&M University

 The purpose of this study is three-fold. First, it investigated the evidence of a three-factor model of executive functioning (EF), which includes inhibition, shift, and… (more)

Subjects/Keywords: executive functioning; bilingualism; externalizing behaviors; personal adjustment

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APA (6th Edition):

Drake, A. (2016). Executive Functioning in Adolescence: Relation to Bilingualism and Externalizing Behaviors. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174251

Chicago Manual of Style (16th Edition):

Drake, Amanda. “Executive Functioning in Adolescence: Relation to Bilingualism and Externalizing Behaviors.” 2016. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/174251.

MLA Handbook (7th Edition):

Drake, Amanda. “Executive Functioning in Adolescence: Relation to Bilingualism and Externalizing Behaviors.” 2016. Web. 31 Oct 2020.

Vancouver:

Drake A. Executive Functioning in Adolescence: Relation to Bilingualism and Externalizing Behaviors. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/174251.

Council of Science Editors:

Drake A. Executive Functioning in Adolescence: Relation to Bilingualism and Externalizing Behaviors. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/174251


Texas A&M University

4. Hale, Nicole Jean. Universal Screening of Students' Classroom Behaviors: An Investigation of the Validity and Classification Accuracy of the Behavior Screening Checklist III with Kindergarten Students.

Degree: PhD, School Psychology, 2017, Texas A&M University

 The purpose of this study was to investigate the Behavior Screening Checklist III (BSC) as a universal behavior screening measure with a sample of kindergarten… (more)

Subjects/Keywords: universal behavior screening; behavior screening; behavior screening checklist

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APA (6th Edition):

Hale, N. J. (2017). Universal Screening of Students' Classroom Behaviors: An Investigation of the Validity and Classification Accuracy of the Behavior Screening Checklist III with Kindergarten Students. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165778

Chicago Manual of Style (16th Edition):

Hale, Nicole Jean. “Universal Screening of Students' Classroom Behaviors: An Investigation of the Validity and Classification Accuracy of the Behavior Screening Checklist III with Kindergarten Students.” 2017. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/165778.

MLA Handbook (7th Edition):

Hale, Nicole Jean. “Universal Screening of Students' Classroom Behaviors: An Investigation of the Validity and Classification Accuracy of the Behavior Screening Checklist III with Kindergarten Students.” 2017. Web. 31 Oct 2020.

Vancouver:

Hale NJ. Universal Screening of Students' Classroom Behaviors: An Investigation of the Validity and Classification Accuracy of the Behavior Screening Checklist III with Kindergarten Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/165778.

Council of Science Editors:

Hale NJ. Universal Screening of Students' Classroom Behaviors: An Investigation of the Validity and Classification Accuracy of the Behavior Screening Checklist III with Kindergarten Students. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165778


Texas A&M University

5. Zhang, Nan. The Status of School-based Mental Health Services for Students with Disabilities.

Degree: PhD, Educational Psychology, 2016, Texas A&M University

 Mental health problems in children and adolescents are a rising nationwide and global issue. Disabilities put youth in poorer mental health conditions and pose a… (more)

Subjects/Keywords: school mental health; disability; SEELS; meta-analysis

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APA (6th Edition):

Zhang, N. (2016). The Status of School-based Mental Health Services for Students with Disabilities. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158719

Chicago Manual of Style (16th Edition):

Zhang, Nan. “The Status of School-based Mental Health Services for Students with Disabilities.” 2016. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/158719.

MLA Handbook (7th Edition):

Zhang, Nan. “The Status of School-based Mental Health Services for Students with Disabilities.” 2016. Web. 31 Oct 2020.

Vancouver:

Zhang N. The Status of School-based Mental Health Services for Students with Disabilities. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/158719.

Council of Science Editors:

Zhang N. The Status of School-based Mental Health Services for Students with Disabilities. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158719


Texas A&M University

6. Zaini, Samar Jameel. Function-Based Interventions for Young Children with Challenging Behavior: A Review of Quality and a Meta-analysis of the Single-Case Research Literature.

Degree: PhD, Educational Psychology, 2016, Texas A&M University

 Large number of young children between the ages 3 and 5 years engages in challenging behaviors that affects their learning, social, and emotional development. Two… (more)

Subjects/Keywords: function-based interventions; challenging behavior; young children; What Works Clearinghouse; Council for Exceptional Children

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APA (6th Edition):

Zaini, S. J. (2016). Function-Based Interventions for Young Children with Challenging Behavior: A Review of Quality and a Meta-analysis of the Single-Case Research Literature. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156896

Chicago Manual of Style (16th Edition):

Zaini, Samar Jameel. “Function-Based Interventions for Young Children with Challenging Behavior: A Review of Quality and a Meta-analysis of the Single-Case Research Literature.” 2016. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/156896.

MLA Handbook (7th Edition):

Zaini, Samar Jameel. “Function-Based Interventions for Young Children with Challenging Behavior: A Review of Quality and a Meta-analysis of the Single-Case Research Literature.” 2016. Web. 31 Oct 2020.

Vancouver:

Zaini SJ. Function-Based Interventions for Young Children with Challenging Behavior: A Review of Quality and a Meta-analysis of the Single-Case Research Literature. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/156896.

Council of Science Editors:

Zaini SJ. Function-Based Interventions for Young Children with Challenging Behavior: A Review of Quality and a Meta-analysis of the Single-Case Research Literature. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156896


Texas A&M University

7. Hutchins, Nancy Sanchez. Social Skills Interventions for Students with Challenging Behavior: Quality of the Evidence Base and a Single-Case Research Meta-Analysis.

Degree: PhD, Educational Psychology, 2014, Texas A&M University

 The purpose of this dissertation was to: (1) conduct a systematic literature review to evaluate the quality of the evidence base on social skills interventions… (more)

Subjects/Keywords: emotional behavioral disorders; autism spectrum disorders; social skills; meta-analysis

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APA (6th Edition):

Hutchins, N. S. (2014). Social Skills Interventions for Students with Challenging Behavior: Quality of the Evidence Base and a Single-Case Research Meta-Analysis. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153513

Chicago Manual of Style (16th Edition):

Hutchins, Nancy Sanchez. “Social Skills Interventions for Students with Challenging Behavior: Quality of the Evidence Base and a Single-Case Research Meta-Analysis.” 2014. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/153513.

MLA Handbook (7th Edition):

Hutchins, Nancy Sanchez. “Social Skills Interventions for Students with Challenging Behavior: Quality of the Evidence Base and a Single-Case Research Meta-Analysis.” 2014. Web. 31 Oct 2020.

Vancouver:

Hutchins NS. Social Skills Interventions for Students with Challenging Behavior: Quality of the Evidence Base and a Single-Case Research Meta-Analysis. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/153513.

Council of Science Editors:

Hutchins NS. Social Skills Interventions for Students with Challenging Behavior: Quality of the Evidence Base and a Single-Case Research Meta-Analysis. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153513


Texas A&M University

8. Dede, Brandy Taylor. The Effect of Parent School Involvement and Parent Perceptions about School on Children’s Perceived Academic Competence and Behavioral Engagement: A Mediational Model.

Degree: PhD, School Psychology, 2015, Texas A&M University

 Behavioral engagement at school has been cited as an avenue for improving low academic performance and decreasing boredom and disaffection among students and dropout rate.… (more)

Subjects/Keywords: parent involvement; academic competence; behavioral engagement

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APA (6th Edition):

Dede, B. T. (2015). The Effect of Parent School Involvement and Parent Perceptions about School on Children’s Perceived Academic Competence and Behavioral Engagement: A Mediational Model. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155393

Chicago Manual of Style (16th Edition):

Dede, Brandy Taylor. “The Effect of Parent School Involvement and Parent Perceptions about School on Children’s Perceived Academic Competence and Behavioral Engagement: A Mediational Model.” 2015. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/155393.

MLA Handbook (7th Edition):

Dede, Brandy Taylor. “The Effect of Parent School Involvement and Parent Perceptions about School on Children’s Perceived Academic Competence and Behavioral Engagement: A Mediational Model.” 2015. Web. 31 Oct 2020.

Vancouver:

Dede BT. The Effect of Parent School Involvement and Parent Perceptions about School on Children’s Perceived Academic Competence and Behavioral Engagement: A Mediational Model. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/155393.

Council of Science Editors:

Dede BT. The Effect of Parent School Involvement and Parent Perceptions about School on Children’s Perceived Academic Competence and Behavioral Engagement: A Mediational Model. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155393


Texas A&M University

9. Dennison, Andrea Beth. Bilingual Education, Acculturation, and the Psychological Health of Mexican-Heritage Preadolescents.

Degree: PhD, School Psychology, 2015, Texas A&M University

 As the population of the U.S. becomes increasingly diverse, and greater numbers of children in U.S. public schools speak a language other than English at… (more)

Subjects/Keywords: Bilingual education; culture; mental health; psychological health; well-being; acculturation; acculturation stress; Latino; Hispanic; Mexican; Mexican-heritage; preadolescence; early adolescence; Immigrant Paradox; English Language Learners

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APA (6th Edition):

Dennison, A. B. (2015). Bilingual Education, Acculturation, and the Psychological Health of Mexican-Heritage Preadolescents. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155647

Chicago Manual of Style (16th Edition):

Dennison, Andrea Beth. “Bilingual Education, Acculturation, and the Psychological Health of Mexican-Heritage Preadolescents.” 2015. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/155647.

MLA Handbook (7th Edition):

Dennison, Andrea Beth. “Bilingual Education, Acculturation, and the Psychological Health of Mexican-Heritage Preadolescents.” 2015. Web. 31 Oct 2020.

Vancouver:

Dennison AB. Bilingual Education, Acculturation, and the Psychological Health of Mexican-Heritage Preadolescents. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/155647.

Council of Science Editors:

Dennison AB. Bilingual Education, Acculturation, and the Psychological Health of Mexican-Heritage Preadolescents. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155647


Texas A&M University

10. Alansari, Ali M A M A A. Inclusion of Students with Special Needs in Private Schools in Kuwait: Challenges that Face School Administrators.

Degree: PhD, Educational Administration, 2017, Texas A&M University

 The inclusion approach is one of the most effective ways of integrating students with special needs into society. According to Kuwaiti regulations, both public and… (more)

Subjects/Keywords: The inclusion approach; Special Education; Education Administration; Private Schools in Kuwait

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APA (6th Edition):

Alansari, A. M. A. M. A. A. (2017). Inclusion of Students with Special Needs in Private Schools in Kuwait: Challenges that Face School Administrators. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/187195

Chicago Manual of Style (16th Edition):

Alansari, Ali M A M A A. “Inclusion of Students with Special Needs in Private Schools in Kuwait: Challenges that Face School Administrators.” 2017. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/187195.

MLA Handbook (7th Edition):

Alansari, Ali M A M A A. “Inclusion of Students with Special Needs in Private Schools in Kuwait: Challenges that Face School Administrators.” 2017. Web. 31 Oct 2020.

Vancouver:

Alansari AMAMAA. Inclusion of Students with Special Needs in Private Schools in Kuwait: Challenges that Face School Administrators. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/187195.

Council of Science Editors:

Alansari AMAMAA. Inclusion of Students with Special Needs in Private Schools in Kuwait: Challenges that Face School Administrators. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/187195

11. Crossley, Tia Billy. Exploring Risk and Protective Factors Among African American Males in Alternative and General Education Settings.

Degree: PhD, School Psychology, 2012, Texas A&M University

 A large number of African American males have experienced risk and protective factors that may impede or enhance their success in the school setting. As… (more)

Subjects/Keywords: African American males; alternative schools; risk factors; protective factors; self-efficacy; school engagement; racial identity

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APA (6th Edition):

Crossley, T. B. (2012). Exploring Risk and Protective Factors Among African American Males in Alternative and General Education Settings. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7030

Chicago Manual of Style (16th Edition):

Crossley, Tia Billy. “Exploring Risk and Protective Factors Among African American Males in Alternative and General Education Settings.” 2012. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7030.

MLA Handbook (7th Edition):

Crossley, Tia Billy. “Exploring Risk and Protective Factors Among African American Males in Alternative and General Education Settings.” 2012. Web. 31 Oct 2020.

Vancouver:

Crossley TB. Exploring Risk and Protective Factors Among African American Males in Alternative and General Education Settings. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7030.

Council of Science Editors:

Crossley TB. Exploring Risk and Protective Factors Among African American Males in Alternative and General Education Settings. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7030

12. Long, Jessica 1983-. The Perceived Impact that Tutors Have on Urban Secondary Students Attending a Community-Based After-School Program in the State of Texas.

Degree: PhD, Curriculum and Instruction, 2013, Texas A&M University

 For urban secondary students, the benefits of attending after-school programs may not be solely academic—rather, their attendance and participation may yield more fundamental development needs.… (more)

Subjects/Keywords: Secondary Students; Urban Students; Mentoring; Tutoring

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APA (6th Edition):

Long, J. 1. (2013). The Perceived Impact that Tutors Have on Urban Secondary Students Attending a Community-Based After-School Program in the State of Texas. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148433

Chicago Manual of Style (16th Edition):

Long, Jessica 1983-. “The Perceived Impact that Tutors Have on Urban Secondary Students Attending a Community-Based After-School Program in the State of Texas.” 2013. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/148433.

MLA Handbook (7th Edition):

Long, Jessica 1983-. “The Perceived Impact that Tutors Have on Urban Secondary Students Attending a Community-Based After-School Program in the State of Texas.” 2013. Web. 31 Oct 2020.

Vancouver:

Long J1. The Perceived Impact that Tutors Have on Urban Secondary Students Attending a Community-Based After-School Program in the State of Texas. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/148433.

Council of Science Editors:

Long J1. The Perceived Impact that Tutors Have on Urban Secondary Students Attending a Community-Based After-School Program in the State of Texas. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/148433

13. Winters, Rebecca Rose. Bully Victimization among Children with Attention-Deficit/Hyperactivity Disorder: The Longitudinal Influence of Behavioral Phenotypes.

Degree: PhD, School Psychology, 2017, Texas A&M University

 Studies reveal that youth with Attention-Deficit/Hyperactivity Disorder (ADHD) are at high risk of experiencing bully victimization in comparison to peers with and without disabilities. Yet,… (more)

Subjects/Keywords: Bullying; Peer victimization; ADHD

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APA (6th Edition):

Winters, R. R. (2017). Bully Victimization among Children with Attention-Deficit/Hyperactivity Disorder: The Longitudinal Influence of Behavioral Phenotypes. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165750

Chicago Manual of Style (16th Edition):

Winters, Rebecca Rose. “Bully Victimization among Children with Attention-Deficit/Hyperactivity Disorder: The Longitudinal Influence of Behavioral Phenotypes.” 2017. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/165750.

MLA Handbook (7th Edition):

Winters, Rebecca Rose. “Bully Victimization among Children with Attention-Deficit/Hyperactivity Disorder: The Longitudinal Influence of Behavioral Phenotypes.” 2017. Web. 31 Oct 2020.

Vancouver:

Winters RR. Bully Victimization among Children with Attention-Deficit/Hyperactivity Disorder: The Longitudinal Influence of Behavioral Phenotypes. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/165750.

Council of Science Editors:

Winters RR. Bully Victimization among Children with Attention-Deficit/Hyperactivity Disorder: The Longitudinal Influence of Behavioral Phenotypes. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165750

14. Weber, Rachel Christiane. How Hot or Cool is It to Speak Two Languages: Executive Function Advantages in Bilingual Children.

Degree: PhD, School Psychology, 2012, Texas A&M University

 According to the 2009 U.S. Census Bureau, approximately 57 million individuals, ages five and older, living in the United States spoke a language other than… (more)

Subjects/Keywords: Executive function; Neuropsychology; Bilingualism

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APA (6th Edition):

Weber, R. C. (2012). How Hot or Cool is It to Speak Two Languages: Executive Function Advantages in Bilingual Children. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10028

Chicago Manual of Style (16th Edition):

Weber, Rachel Christiane. “How Hot or Cool is It to Speak Two Languages: Executive Function Advantages in Bilingual Children.” 2012. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10028.

MLA Handbook (7th Edition):

Weber, Rachel Christiane. “How Hot or Cool is It to Speak Two Languages: Executive Function Advantages in Bilingual Children.” 2012. Web. 31 Oct 2020.

Vancouver:

Weber RC. How Hot or Cool is It to Speak Two Languages: Executive Function Advantages in Bilingual Children. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10028.

Council of Science Editors:

Weber RC. How Hot or Cool is It to Speak Two Languages: Executive Function Advantages in Bilingual Children. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10028

15. Meloncon, Brenda. An Examination of the Professional Challenges, Job Satisfaction, and Intention to Leave the Profession of Urban Elementary Special Education Teachers.

Degree: PhD, Curriculum and Instruction, 2012, Texas A&M University

 Special education teachers are under tremendous pressure to deliver a personalized educational experience to special needs children while, at the same time, operating within an… (more)

Subjects/Keywords: Teachers; Elementary Teachers; Urban; Special Education

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APA (6th Edition):

Meloncon, B. (2012). An Examination of the Professional Challenges, Job Satisfaction, and Intention to Leave the Profession of Urban Elementary Special Education Teachers. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10041

Chicago Manual of Style (16th Edition):

Meloncon, Brenda. “An Examination of the Professional Challenges, Job Satisfaction, and Intention to Leave the Profession of Urban Elementary Special Education Teachers.” 2012. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10041.

MLA Handbook (7th Edition):

Meloncon, Brenda. “An Examination of the Professional Challenges, Job Satisfaction, and Intention to Leave the Profession of Urban Elementary Special Education Teachers.” 2012. Web. 31 Oct 2020.

Vancouver:

Meloncon B. An Examination of the Professional Challenges, Job Satisfaction, and Intention to Leave the Profession of Urban Elementary Special Education Teachers. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10041.

Council of Science Editors:

Meloncon B. An Examination of the Professional Challenges, Job Satisfaction, and Intention to Leave the Profession of Urban Elementary Special Education Teachers. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10041

16. Frame, Laura B. Teachers’ Confidence in Addressing Student Mental Health Concerns.

Degree: PhD, School Psychology, 2017, Texas A&M University

 Teacher-led student mental health initiatives are recommended; however, do teachers receive adequate training to provide these services? This study aimed to examine what individual teacher… (more)

Subjects/Keywords: Student Mental Health; teacher self-efficacy

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

APA (6th Edition):

Frame, L. B. (2017). Teachers’ Confidence in Addressing Student Mental Health Concerns. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165875

Chicago Manual of Style (16th Edition):

Frame, Laura B. “Teachers’ Confidence in Addressing Student Mental Health Concerns.” 2017. Doctoral Dissertation, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/165875.

MLA Handbook (7th Edition):

Frame, Laura B. “Teachers’ Confidence in Addressing Student Mental Health Concerns.” 2017. Web. 31 Oct 2020.

Vancouver:

Frame LB. Teachers’ Confidence in Addressing Student Mental Health Concerns. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/165875.

Council of Science Editors:

Frame LB. Teachers’ Confidence in Addressing Student Mental Health Concerns. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165875


Texas A&M University

17. Bergman, Kelly D. Effects of Check-In/Check-Out (CICO) Procedures on Special Education Students.

Degree: MS, Educational Psychology, 2010, Texas A&M University

 Several research studies have been conducted on the effectiveness of check-in/ check-out (CICO) procedures in behavior education programs (BEPs). However, little research has been conducted… (more)

Subjects/Keywords: behavior education programs; admission, review and dismissal; daily behavior report card

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

APA (6th Edition):

Bergman, K. D. (2010). Effects of Check-In/Check-Out (CICO) Procedures on Special Education Students. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-1618

Chicago Manual of Style (16th Edition):

Bergman, Kelly D. “Effects of Check-In/Check-Out (CICO) Procedures on Special Education Students.” 2010. Masters Thesis, Texas A&M University. Accessed October 31, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-1618.

MLA Handbook (7th Edition):

Bergman, Kelly D. “Effects of Check-In/Check-Out (CICO) Procedures on Special Education Students.” 2010. Web. 31 Oct 2020.

Vancouver:

Bergman KD. Effects of Check-In/Check-Out (CICO) Procedures on Special Education Students. [Internet] [Masters thesis]. Texas A&M University; 2010. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-1618.

Council of Science Editors:

Bergman KD. Effects of Check-In/Check-Out (CICO) Procedures on Special Education Students. [Masters Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-1618

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