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You searched for +publisher:"The Ohio State University" +contributor:("Alber-Morgan, Sheila"). Showing records 1 – 15 of 15 total matches.

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The Ohio State University

1. Kranak, Michael. The Differentiated Effects of Specific Praise Rates on the On-Task Behavior of Elementary Students with Autism.

Degree: MA, Educational Studies, 2016, The Ohio State University

 Using contingent praise can serve as a proactive strategy for increasing on-task behaviors in special education classrooms. Although there is large body of literature supporting… (more)

Subjects/Keywords: Special Education

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APA (6th Edition):

Kranak, M. (2016). The Differentiated Effects of Specific Praise Rates on the On-Task Behavior of Elementary Students with Autism. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1459882749

Chicago Manual of Style (16th Edition):

Kranak, Michael. “The Differentiated Effects of Specific Praise Rates on the On-Task Behavior of Elementary Students with Autism.” 2016. Masters Thesis, The Ohio State University. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1459882749.

MLA Handbook (7th Edition):

Kranak, Michael. “The Differentiated Effects of Specific Praise Rates on the On-Task Behavior of Elementary Students with Autism.” 2016. Web. 06 Jun 2020.

Vancouver:

Kranak M. The Differentiated Effects of Specific Praise Rates on the On-Task Behavior of Elementary Students with Autism. [Internet] [Masters thesis]. The Ohio State University; 2016. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1459882749.

Council of Science Editors:

Kranak M. The Differentiated Effects of Specific Praise Rates on the On-Task Behavior of Elementary Students with Autism. [Masters Thesis]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1459882749


The Ohio State University

2. Park, Ju Hee. The Effects of Mother-Implemented Picture Exchange Communication System Training on Spontaneous Communicative Behaviors of Young Children with Autism Spectrum Disorders.

Degree: PhD, ED Physical Activities and Educational Services, 2009, The Ohio State University

 The current study examined whether mothers could be taught to implement the picture exchange communication system (PECS) training with their child and investigated the effects… (more)

Subjects/Keywords: Special Education; PECS; picture exchange communication system; autism spectrum disorders; mother-implemented training; communication skills

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APA (6th Edition):

Park, J. H. (2009). The Effects of Mother-Implemented Picture Exchange Communication System Training on Spontaneous Communicative Behaviors of Young Children with Autism Spectrum Disorders. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1259746239

Chicago Manual of Style (16th Edition):

Park, Ju Hee. “The Effects of Mother-Implemented Picture Exchange Communication System Training on Spontaneous Communicative Behaviors of Young Children with Autism Spectrum Disorders.” 2009. Doctoral Dissertation, The Ohio State University. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259746239.

MLA Handbook (7th Edition):

Park, Ju Hee. “The Effects of Mother-Implemented Picture Exchange Communication System Training on Spontaneous Communicative Behaviors of Young Children with Autism Spectrum Disorders.” 2009. Web. 06 Jun 2020.

Vancouver:

Park JH. The Effects of Mother-Implemented Picture Exchange Communication System Training on Spontaneous Communicative Behaviors of Young Children with Autism Spectrum Disorders. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1259746239.

Council of Science Editors:

Park JH. The Effects of Mother-Implemented Picture Exchange Communication System Training on Spontaneous Communicative Behaviors of Young Children with Autism Spectrum Disorders. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1259746239


The Ohio State University

3. Welch, Angela. The Effects of Picture Exchange Communication System Training on the Communication Behaviors of Young Children with Autism or Severe Language Disabilities.

Degree: MA, EDU Physical Activity and Educational Services, 2010, The Ohio State University

 Difficulties with communication, including impaired oral language and social relationships, are diagnostic characteristics of autism (American Psychiatric Association, 2000). The Picture Exchange Communication System was… (more)

Subjects/Keywords: Behaviorial Sciences; Communication; Education; Elementary Education; Preschool Education; Special Education; Speech Therapy; Teaching; autism; Picture Exchange Communication System; communication

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APA (6th Edition):

Welch, A. (2010). The Effects of Picture Exchange Communication System Training on the Communication Behaviors of Young Children with Autism or Severe Language Disabilities. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1281125104

Chicago Manual of Style (16th Edition):

Welch, Angela. “The Effects of Picture Exchange Communication System Training on the Communication Behaviors of Young Children with Autism or Severe Language Disabilities.” 2010. Masters Thesis, The Ohio State University. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281125104.

MLA Handbook (7th Edition):

Welch, Angela. “The Effects of Picture Exchange Communication System Training on the Communication Behaviors of Young Children with Autism or Severe Language Disabilities.” 2010. Web. 06 Jun 2020.

Vancouver:

Welch A. The Effects of Picture Exchange Communication System Training on the Communication Behaviors of Young Children with Autism or Severe Language Disabilities. [Internet] [Masters thesis]. The Ohio State University; 2010. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1281125104.

Council of Science Editors:

Welch A. The Effects of Picture Exchange Communication System Training on the Communication Behaviors of Young Children with Autism or Severe Language Disabilities. [Masters Thesis]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1281125104


The Ohio State University

4. Wiot, Ashley. Effects of Self-monitoring and Self-graphing on Appropriate and Inappropriate Behaviors for Students with Emotional/Behavioral Disorders.

Degree: MA, Educational Studies, 2018, The Ohio State University

 This study examined the effects of self-monitoring appropriate and inappropriate behaviors with student-delivered reinforcement and self-graphing with a MotivAider® timer on increasing appropriate behaviors and… (more)

Subjects/Keywords: Education; Special Education

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APA (6th Edition):

Wiot, A. (2018). Effects of Self-monitoring and Self-graphing on Appropriate and Inappropriate Behaviors for Students with Emotional/Behavioral Disorders. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1522168256721404

Chicago Manual of Style (16th Edition):

Wiot, Ashley. “Effects of Self-monitoring and Self-graphing on Appropriate and Inappropriate Behaviors for Students with Emotional/Behavioral Disorders.” 2018. Masters Thesis, The Ohio State University. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1522168256721404.

MLA Handbook (7th Edition):

Wiot, Ashley. “Effects of Self-monitoring and Self-graphing on Appropriate and Inappropriate Behaviors for Students with Emotional/Behavioral Disorders.” 2018. Web. 06 Jun 2020.

Vancouver:

Wiot A. Effects of Self-monitoring and Self-graphing on Appropriate and Inappropriate Behaviors for Students with Emotional/Behavioral Disorders. [Internet] [Masters thesis]. The Ohio State University; 2018. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1522168256721404.

Council of Science Editors:

Wiot A. Effects of Self-monitoring and Self-graphing on Appropriate and Inappropriate Behaviors for Students with Emotional/Behavioral Disorders. [Masters Thesis]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1522168256721404


The Ohio State University

5. Covey, Alyssa M. Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities.

Degree: MA, Educational Studies, 2019, The Ohio State University

 This study examined the effects of using Behavioral Skills Training (BST) to train peer models on the percent of intervals engaged in interactive play by… (more)

Subjects/Keywords: Education; Behavior Skills Training or BST; Peer-Mediated Intervention or PMI; students with moderate to severe disabilities; social skills; interactive play skills; joint play; cooperative play; peer models

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APA (6th Edition):

Covey, A. M. (2019). Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu155448180979463

Chicago Manual of Style (16th Edition):

Covey, Alyssa M. “Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities.” 2019. Masters Thesis, The Ohio State University. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu155448180979463.

MLA Handbook (7th Edition):

Covey, Alyssa M. “Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities.” 2019. Web. 06 Jun 2020.

Vancouver:

Covey AM. Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities. [Internet] [Masters thesis]. The Ohio State University; 2019. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu155448180979463.

Council of Science Editors:

Covey AM. Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities. [Masters Thesis]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu155448180979463

6. Cullen, Jennifer Marie. Effects of Self-Directed Video Prompting Using iPads on the Vocational Task Completion of Young Adults with Intellectual and Developmental Disabilities.

Degree: PhD, EDU Physical Activity and Educational Services, 2013, The Ohio State University

 Individuals with intellectual and developmental disabilities struggle to find integrated employment because of their challenges with vocational task acquisition and completion. In this study, self-directed… (more)

Subjects/Keywords: Special Education; Vocational Education; Educational Technology; iPad; video prompting; intellectual disabilities; developmental disabilities; self-prompting; vocational

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APA (6th Edition):

Cullen, J. M. (2013). Effects of Self-Directed Video Prompting Using iPads on the Vocational Task Completion of Young Adults with Intellectual and Developmental Disabilities. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1374235173

Chicago Manual of Style (16th Edition):

Cullen, Jennifer Marie. “Effects of Self-Directed Video Prompting Using iPads on the Vocational Task Completion of Young Adults with Intellectual and Developmental Disabilities.” 2013. Doctoral Dissertation, The Ohio State University. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374235173.

MLA Handbook (7th Edition):

Cullen, Jennifer Marie. “Effects of Self-Directed Video Prompting Using iPads on the Vocational Task Completion of Young Adults with Intellectual and Developmental Disabilities.” 2013. Web. 06 Jun 2020.

Vancouver:

Cullen JM. Effects of Self-Directed Video Prompting Using iPads on the Vocational Task Completion of Young Adults with Intellectual and Developmental Disabilities. [Internet] [Doctoral dissertation]. The Ohio State University; 2013. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1374235173.

Council of Science Editors:

Cullen JM. Effects of Self-Directed Video Prompting Using iPads on the Vocational Task Completion of Young Adults with Intellectual and Developmental Disabilities. [Doctoral Dissertation]. The Ohio State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1374235173

7. Sawyer, Mary Rachel. The Effects of Coaching Novice Special Education Teachers to Engage in Evidence Based Practice as a Problem-Solving Process.

Degree: PhD, Educational Studies, 2015, The Ohio State University

 Evidence-based practice (EBP) in special education may be conceptualized as a problem-solving process. Novice special education teachers infrequently possess the skills necessary to engage in… (more)

Subjects/Keywords: Teacher Education; Special Education; Behavioral Sciences; Higher Education; Instructional Design; evidence-based practice, teacher preparation, professional development, problem-solving

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APA (6th Edition):

Sawyer, M. R. (2015). The Effects of Coaching Novice Special Education Teachers to Engage in Evidence Based Practice as a Problem-Solving Process. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1436464651

Chicago Manual of Style (16th Edition):

Sawyer, Mary Rachel. “The Effects of Coaching Novice Special Education Teachers to Engage in Evidence Based Practice as a Problem-Solving Process.” 2015. Doctoral Dissertation, The Ohio State University. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436464651.

MLA Handbook (7th Edition):

Sawyer, Mary Rachel. “The Effects of Coaching Novice Special Education Teachers to Engage in Evidence Based Practice as a Problem-Solving Process.” 2015. Web. 06 Jun 2020.

Vancouver:

Sawyer MR. The Effects of Coaching Novice Special Education Teachers to Engage in Evidence Based Practice as a Problem-Solving Process. [Internet] [Doctoral dissertation]. The Ohio State University; 2015. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1436464651.

Council of Science Editors:

Sawyer MR. The Effects of Coaching Novice Special Education Teachers to Engage in Evidence Based Practice as a Problem-Solving Process. [Doctoral Dissertation]. The Ohio State University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1436464651

8. Fleming, Courtney V. An Examination Of the Effects Of a Video-based Training Package On Professional Staff’s Implementation Of a Brief Functional Analysis and Data Analysis.

Degree: PhD, EDU Physical Activity and Educational Services, 2011, The Ohio State University

 Minimal research has investigated training packages used to teach professional staff how to implement functional analysis procedures and to interpret data gathered during functional analysis.… (more)

Subjects/Keywords: behavioral assessment; staff training; functional analysis

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APA (6th Edition):

Fleming, C. V. (2011). An Examination Of the Effects Of a Video-based Training Package On Professional Staff’s Implementation Of a Brief Functional Analysis and Data Analysis. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1313608330

Chicago Manual of Style (16th Edition):

Fleming, Courtney V. “An Examination Of the Effects Of a Video-based Training Package On Professional Staff’s Implementation Of a Brief Functional Analysis and Data Analysis.” 2011. Doctoral Dissertation, The Ohio State University. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313608330.

MLA Handbook (7th Edition):

Fleming, Courtney V. “An Examination Of the Effects Of a Video-based Training Package On Professional Staff’s Implementation Of a Brief Functional Analysis and Data Analysis.” 2011. Web. 06 Jun 2020.

Vancouver:

Fleming CV. An Examination Of the Effects Of a Video-based Training Package On Professional Staff’s Implementation Of a Brief Functional Analysis and Data Analysis. [Internet] [Doctoral dissertation]. The Ohio State University; 2011. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1313608330.

Council of Science Editors:

Fleming CV. An Examination Of the Effects Of a Video-based Training Package On Professional Staff’s Implementation Of a Brief Functional Analysis and Data Analysis. [Doctoral Dissertation]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1313608330

9. Rouse, Christina A. THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING.

Degree: PhD, Educational Studies, 2014, The Ohio State University

 Students who are at-risk for reading require extra support with instruction and learning and have a greater chance of academic failure in the future. Thus,… (more)

Subjects/Keywords: Education; Special Education; Reading Instruction; reading comprehension, self-questioning strategy, at-risk learners, student-generated questions

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APA (6th Edition):

Rouse, C. A. (2014). THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1404822444

Chicago Manual of Style (16th Edition):

Rouse, Christina A. “THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING.” 2014. Doctoral Dissertation, The Ohio State University. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404822444.

MLA Handbook (7th Edition):

Rouse, Christina A. “THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING.” 2014. Web. 06 Jun 2020.

Vancouver:

Rouse CA. THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING. [Internet] [Doctoral dissertation]. The Ohio State University; 2014. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1404822444.

Council of Science Editors:

Rouse CA. THE EFFECTS OF A SELF-QUESTIONING STRATEGY ON THE COMPREHENSION OF EXPOSITORY PASSAGES BY ELEMENTARY STUDENTS WHO STRUGGLE WITH READING. [Doctoral Dissertation]. The Ohio State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1404822444

10. Hensley, Lauren Elizabeth. A Replication Comparing Two Teaching Approaches: Teaching Pre-service Teachers to Implement Evidence-Based Practices with Fidelity.

Degree: MEd, Educational Studies, 2016, The Ohio State University

 There is a wide range of interventions being used in today’s classrooms, and some of these interventions lack empirical evidence for effectiveness. It is the… (more)

Subjects/Keywords: Teacher Education; Education; behavioral skills training; BST; evidence based practices; EBP, college teaching; teacher preparation

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APA (6th Edition):

Hensley, L. E. (2016). A Replication Comparing Two Teaching Approaches: Teaching Pre-service Teachers to Implement Evidence-Based Practices with Fidelity. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352869

Chicago Manual of Style (16th Edition):

Hensley, Lauren Elizabeth. “A Replication Comparing Two Teaching Approaches: Teaching Pre-service Teachers to Implement Evidence-Based Practices with Fidelity.” 2016. Masters Thesis, The Ohio State University. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352869.

MLA Handbook (7th Edition):

Hensley, Lauren Elizabeth. “A Replication Comparing Two Teaching Approaches: Teaching Pre-service Teachers to Implement Evidence-Based Practices with Fidelity.” 2016. Web. 06 Jun 2020.

Vancouver:

Hensley LE. A Replication Comparing Two Teaching Approaches: Teaching Pre-service Teachers to Implement Evidence-Based Practices with Fidelity. [Internet] [Masters thesis]. The Ohio State University; 2016. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352869.

Council of Science Editors:

Hensley LE. A Replication Comparing Two Teaching Approaches: Teaching Pre-service Teachers to Implement Evidence-Based Practices with Fidelity. [Masters Thesis]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1468352869

11. Li, Tangchen. The Comparative Effects of Interspersal Drill and Cover-Copy-Compare on the Math Performance of Students with Autism.

Degree: MA, Educational Studies, 2018, The Ohio State University

 The purpose of this study was to examine the comparative effects of oral interspersal drill (O-ID) and oral cover-copy-compare (O-CCC) on the math performance of… (more)

Subjects/Keywords: Special Education; Interspersal Drill; Cover-Copy-Compare; Oral Practice; Math Facts; Multiplication

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APA (6th Edition):

Li, T. (2018). The Comparative Effects of Interspersal Drill and Cover-Copy-Compare on the Math Performance of Students with Autism. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1523448676139087

Chicago Manual of Style (16th Edition):

Li, Tangchen. “The Comparative Effects of Interspersal Drill and Cover-Copy-Compare on the Math Performance of Students with Autism.” 2018. Masters Thesis, The Ohio State University. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523448676139087.

MLA Handbook (7th Edition):

Li, Tangchen. “The Comparative Effects of Interspersal Drill and Cover-Copy-Compare on the Math Performance of Students with Autism.” 2018. Web. 06 Jun 2020.

Vancouver:

Li T. The Comparative Effects of Interspersal Drill and Cover-Copy-Compare on the Math Performance of Students with Autism. [Internet] [Masters thesis]. The Ohio State University; 2018. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1523448676139087.

Council of Science Editors:

Li T. The Comparative Effects of Interspersal Drill and Cover-Copy-Compare on the Math Performance of Students with Autism. [Masters Thesis]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1523448676139087

12. Fein, Leah R. The Effects of Self-Monitoring and Recruiting Reinforcement on Pre-Vocational Tasks.

Degree: MA, Educational Studies, 2018, The Ohio State University

 This study examined the effects of a self-monitoring and recruiting reinforcement treatment package on the accuracy of pre-vocational skills for three middle school students diagnosed… (more)

Subjects/Keywords: Special Education; self-monitoring, self-management, autism, recruiting reinforcement, pre-vocational skills

…Bachelor of Science in Education (Early Childhood Special Education) from The Ohio… …State University. She has had over 6 years of experience working with individuals with various… 

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APA (6th Edition):

Fein, L. R. (2018). The Effects of Self-Monitoring and Recruiting Reinforcement on Pre-Vocational Tasks. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1522327587531566

Chicago Manual of Style (16th Edition):

Fein, Leah R. “The Effects of Self-Monitoring and Recruiting Reinforcement on Pre-Vocational Tasks.” 2018. Masters Thesis, The Ohio State University. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1522327587531566.

MLA Handbook (7th Edition):

Fein, Leah R. “The Effects of Self-Monitoring and Recruiting Reinforcement on Pre-Vocational Tasks.” 2018. Web. 06 Jun 2020.

Vancouver:

Fein LR. The Effects of Self-Monitoring and Recruiting Reinforcement on Pre-Vocational Tasks. [Internet] [Masters thesis]. The Ohio State University; 2018. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1522327587531566.

Council of Science Editors:

Fein LR. The Effects of Self-Monitoring and Recruiting Reinforcement on Pre-Vocational Tasks. [Masters Thesis]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1522327587531566


The Ohio State University

13. DeBar, Ruth M. Teaching Learners with Multiple Disabilities to Isolate Phonemes.

Degree: PhD, ED Physical Activities and Educational Services, 2008, The Ohio State University

 The current investigation employed a multiple-probe design to evaluate the effectiveness and efficiency of an instructional package on a phonemic awareness task by six learners… (more)

Subjects/Keywords: Special Education; Multiple disabilities; phonemic awareness; instructional package

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APA (6th Edition):

DeBar, R. M. (2008). Teaching Learners with Multiple Disabilities to Isolate Phonemes. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1218204142

Chicago Manual of Style (16th Edition):

DeBar, Ruth M. “Teaching Learners with Multiple Disabilities to Isolate Phonemes.” 2008. Doctoral Dissertation, The Ohio State University. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218204142.

MLA Handbook (7th Edition):

DeBar, Ruth M. “Teaching Learners with Multiple Disabilities to Isolate Phonemes.” 2008. Web. 06 Jun 2020.

Vancouver:

DeBar RM. Teaching Learners with Multiple Disabilities to Isolate Phonemes. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218204142.

Council of Science Editors:

DeBar RM. Teaching Learners with Multiple Disabilities to Isolate Phonemes. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218204142

14. Helton, Maria Rose. An Evaluation of Peer-Mediated Repeated Reading Combined with Self-Monitoring Using Matched-Skill Peers to Increase Academic and Behavioral Achievement.

Degree: PhD, Educational Studies, 2019, The Ohio State University

 Five chapters make up this dissertation. The first chapter is an introduction to peer-mediated repeated reading as well as self-monitoring. The first chapter also contains… (more)

Subjects/Keywords: Special Education; Reading Instruction; Social Psychology; Peer-mediated repeated reading, self-monitoring, reading achievement, academic engagement

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APA (6th Edition):

Helton, M. R. (2019). An Evaluation of Peer-Mediated Repeated Reading Combined with Self-Monitoring Using Matched-Skill Peers to Increase Academic and Behavioral Achievement. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu155430827949139

Chicago Manual of Style (16th Edition):

Helton, Maria Rose. “An Evaluation of Peer-Mediated Repeated Reading Combined with Self-Monitoring Using Matched-Skill Peers to Increase Academic and Behavioral Achievement.” 2019. Doctoral Dissertation, The Ohio State University. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu155430827949139.

MLA Handbook (7th Edition):

Helton, Maria Rose. “An Evaluation of Peer-Mediated Repeated Reading Combined with Self-Monitoring Using Matched-Skill Peers to Increase Academic and Behavioral Achievement.” 2019. Web. 06 Jun 2020.

Vancouver:

Helton MR. An Evaluation of Peer-Mediated Repeated Reading Combined with Self-Monitoring Using Matched-Skill Peers to Increase Academic and Behavioral Achievement. [Internet] [Doctoral dissertation]. The Ohio State University; 2019. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu155430827949139.

Council of Science Editors:

Helton MR. An Evaluation of Peer-Mediated Repeated Reading Combined with Self-Monitoring Using Matched-Skill Peers to Increase Academic and Behavioral Achievement. [Doctoral Dissertation]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu155430827949139

15. Jared, Cara E. The Effects of Response Interruption Redirection and Differential Reinforcement of Other Behaviors on Rates of Vocal Stereotypy.

Degree: MA, EDU Physical Activity and Educational Services, 2011, The Ohio State University

 Vocal Stereotypy is a behavior exhibited at high rates by students with Autism Spectrum Disorder. High rates of vocal stereotypy may hinder an individual’s rates… (more)

Subjects/Keywords: Behavioral Sciences; Behaviorial Sciences; Education; vocal stereotypy; differential reinforcement of other behaviors (DRO); response interruption redirection (RIRD); discrimination training

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

APA (6th Edition):

Jared, C. E. (2011). The Effects of Response Interruption Redirection and Differential Reinforcement of Other Behaviors on Rates of Vocal Stereotypy. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1313247693

Chicago Manual of Style (16th Edition):

Jared, Cara E. “The Effects of Response Interruption Redirection and Differential Reinforcement of Other Behaviors on Rates of Vocal Stereotypy.” 2011. Masters Thesis, The Ohio State University. Accessed June 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313247693.

MLA Handbook (7th Edition):

Jared, Cara E. “The Effects of Response Interruption Redirection and Differential Reinforcement of Other Behaviors on Rates of Vocal Stereotypy.” 2011. Web. 06 Jun 2020.

Vancouver:

Jared CE. The Effects of Response Interruption Redirection and Differential Reinforcement of Other Behaviors on Rates of Vocal Stereotypy. [Internet] [Masters thesis]. The Ohio State University; 2011. [cited 2020 Jun 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1313247693.

Council of Science Editors:

Jared CE. The Effects of Response Interruption Redirection and Differential Reinforcement of Other Behaviors on Rates of Vocal Stereotypy. [Masters Thesis]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1313247693

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