Advanced search options

Advanced Search Options 🞨

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

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"The Ohio State University" +contributor:("Morgan, Sheila"). Showing records 1 – 29 of 29 total matches.

Search Limiters

Last 2 Years | English Only

Degrees

Levels

▼ Search Limiters


The Ohio State University

1. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 11, 2019. 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. 11 Nov 2019.

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 2019 Nov 11]. 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


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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 11, 2019. 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. 11 Nov 2019.

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 2019 Nov 11]. 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. Ben Chaabane, Delia B. The effects of parent implemented training on improvisation of mands by children with autism.

Degree: PhD, Physical Activity and Educational Services, 2007, The Ohio State University

 Little research exists on teaching children with autism how to display novel communication responses using the Picture Exchange Communication System. This study examined the extent… (more)

Subjects/Keywords: Education, General; autism; PECS; parent training

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ben Chaabane, D. B. (2007). The effects of parent implemented training on improvisation of mands by children with autism. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1172144721

Chicago Manual of Style (16th Edition):

Ben Chaabane, Delia B. “The effects of parent implemented training on improvisation of mands by children with autism.” 2007. Doctoral Dissertation, The Ohio State University. Accessed November 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1172144721.

MLA Handbook (7th Edition):

Ben Chaabane, Delia B. “The effects of parent implemented training on improvisation of mands by children with autism.” 2007. Web. 11 Nov 2019.

Vancouver:

Ben Chaabane DB. The effects of parent implemented training on improvisation of mands by children with autism. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Nov 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1172144721.

Council of Science Editors:

Ben Chaabane DB. The effects of parent implemented training on improvisation of mands by children with autism. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1172144721


The Ohio State University

4. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 11, 2019. 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. 11 Nov 2019.

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 2019 Nov 11]. 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

5. Everhart, Julie M. The Effects Of Computer-Based Practice On The Acquisition Of Basic Academic Skills In Children Who Have Moderate To Intensive Educational Needs.

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

 The purpose of this study was to investigate the effects of computer-based practice on the acquisition of basic academic skills in children who have moderate… (more)

Subjects/Keywords: Education; Educational Software; Elementary Education; Special Education; Teaching; computer-based practice; academic skills; children; moderate to intensive needs; special needs

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Everhart, J. M. (2009). The Effects Of Computer-Based Practice On The Acquisition Of Basic Academic Skills In Children Who Have Moderate To Intensive Educational Needs. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1250469942

Chicago Manual of Style (16th Edition):

Everhart, Julie M. “The Effects Of Computer-Based Practice On The Acquisition Of Basic Academic Skills In Children Who Have Moderate To Intensive Educational Needs.” 2009. Masters Thesis, The Ohio State University. Accessed November 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250469942.

MLA Handbook (7th Edition):

Everhart, Julie M. “The Effects Of Computer-Based Practice On The Acquisition Of Basic Academic Skills In Children Who Have Moderate To Intensive Educational Needs.” 2009. Web. 11 Nov 2019.

Vancouver:

Everhart JM. The Effects Of Computer-Based Practice On The Acquisition Of Basic Academic Skills In Children Who Have Moderate To Intensive Educational Needs. [Internet] [Masters thesis]. The Ohio State University; 2009. [cited 2019 Nov 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1250469942.

Council of Science Editors:

Everhart JM. The Effects Of Computer-Based Practice On The Acquisition Of Basic Academic Skills In Children Who Have Moderate To Intensive Educational Needs. [Masters Thesis]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1250469942


The Ohio State University

6. Heward, Lynn Dardig. The Effects of Self-Graphing on the Writing Performance of Second Graders.

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

 Writing, an integral part of everyday life, is the most complex form of communication. For most people, proficient writing is necessary to function in school,… (more)

Subjects/Keywords: Education; self-graphing; self-monitoring; writing productivity; indiscriminable-contingency

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Heward, L. D. (2009). The Effects of Self-Graphing on the Writing Performance of Second Graders. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1250797517

Chicago Manual of Style (16th Edition):

Heward, Lynn Dardig. “The Effects of Self-Graphing on the Writing Performance of Second Graders.” 2009. Masters Thesis, The Ohio State University. Accessed November 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250797517.

MLA Handbook (7th Edition):

Heward, Lynn Dardig. “The Effects of Self-Graphing on the Writing Performance of Second Graders.” 2009. Web. 11 Nov 2019.

Vancouver:

Heward LD. The Effects of Self-Graphing on the Writing Performance of Second Graders. [Internet] [Masters thesis]. The Ohio State University; 2009. [cited 2019 Nov 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1250797517.

Council of Science Editors:

Heward LD. The Effects of Self-Graphing on the Writing Performance of Second Graders. [Masters Thesis]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1250797517


The Ohio State University

7. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 11, 2019. 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. 11 Nov 2019.

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 2019 Nov 11]. 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

8. Faulhaber, Jillian Michele. Effects of Repeated Readings on Fluency and Comprehension for Middle School Students with Disabilities.

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

 The purpose of this study was to determine if repeated readings with error correction would increase a child’s reading fluency and comprehension for middle school… (more)

Subjects/Keywords: Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Faulhaber, J. M. (2016). Effects of Repeated Readings on Fluency and Comprehension for Middle School Students with Disabilities. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1468338807

Chicago Manual of Style (16th Edition):

Faulhaber, Jillian Michele. “Effects of Repeated Readings on Fluency and Comprehension for Middle School Students with Disabilities.” 2016. Masters Thesis, The Ohio State University. Accessed November 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468338807.

MLA Handbook (7th Edition):

Faulhaber, Jillian Michele. “Effects of Repeated Readings on Fluency and Comprehension for Middle School Students with Disabilities.” 2016. Web. 11 Nov 2019.

Vancouver:

Faulhaber JM. Effects of Repeated Readings on Fluency and Comprehension for Middle School Students with Disabilities. [Internet] [Masters thesis]. The Ohio State University; 2016. [cited 2019 Nov 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1468338807.

Council of Science Editors:

Faulhaber JM. Effects of Repeated Readings on Fluency and Comprehension for Middle School Students with Disabilities. [Masters Thesis]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1468338807


The Ohio State University

9. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 11, 2019. 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. 11 Nov 2019.

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 2019 Nov 11]. 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

10. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 11, 2019. 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. 11 Nov 2019.

Vancouver:

Fein LR. The Effects of Self-Monitoring and Recruiting Reinforcement on Pre-Vocational Tasks. [Internet] [Masters thesis]. The Ohio State University; 2018. [cited 2019 Nov 11]. 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

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 11, 2019. 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. 11 Nov 2019.

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 2019 Nov 11]. 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


The Ohio State University

12. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 11, 2019. 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. 11 Nov 2019.

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 2019 Nov 11]. 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


The Ohio State University

13. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 11, 2019. 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. 11 Nov 2019.

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 2019 Nov 11]. 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


The Ohio State University

14. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 11, 2019. 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. 11 Nov 2019.

Vancouver:

DeBar RM. Teaching Learners with Multiple Disabilities to Isolate Phonemes. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Nov 11]. 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


The Ohio State University

15. Fleming, Courtney V. Analysis Of The Effects Of Choice Making On Toy Play.

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

 Significant gains in adaptive behavior have been attributed to incorporating choice opportunities into daily activities for individuals with developmental disabilities. The opportunity to choose from… (more)

Subjects/Keywords: Special Education; choice; preference; engagement; play

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fleming, C. V. (2008). Analysis Of The Effects Of Choice Making On Toy Play. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1218565906

Chicago Manual of Style (16th Edition):

Fleming, Courtney V. “Analysis Of The Effects Of Choice Making On Toy Play.” 2008. Masters Thesis, The Ohio State University. Accessed November 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218565906.

MLA Handbook (7th Edition):

Fleming, Courtney V. “Analysis Of The Effects Of Choice Making On Toy Play.” 2008. Web. 11 Nov 2019.

Vancouver:

Fleming CV. Analysis Of The Effects Of Choice Making On Toy Play. [Internet] [Masters thesis]. The Ohio State University; 2008. [cited 2019 Nov 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218565906.

Council of Science Editors:

Fleming CV. Analysis Of The Effects Of Choice Making On Toy Play. [Masters Thesis]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1218565906

16. Deck, Alice Lescure. The Effects of K-W-L on ELL Middle School Students' Listening Comprehension of Science Content.

Degree: MA, EDU Physical Activity and Educational Services, 2012, The Ohio State University

  This study addressed the effect of using a K-W-L strategy on the number of comprehension questions answered correctly on a test administered immediately after… (more)

Subjects/Keywords: Education; ELL; K-W-L; listening comprehension

…was a graduate student at The Ohio State University pursuing a master’s degree in special… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Deck, A. L. (2012). The Effects of K-W-L on ELL Middle School Students' Listening Comprehension of Science Content. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1342463038

Chicago Manual of Style (16th Edition):

Deck, Alice Lescure. “The Effects of K-W-L on ELL Middle School Students' Listening Comprehension of Science Content.” 2012. Masters Thesis, The Ohio State University. Accessed November 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1342463038.

MLA Handbook (7th Edition):

Deck, Alice Lescure. “The Effects of K-W-L on ELL Middle School Students' Listening Comprehension of Science Content.” 2012. Web. 11 Nov 2019.

Vancouver:

Deck AL. The Effects of K-W-L on ELL Middle School Students' Listening Comprehension of Science Content. [Internet] [Masters thesis]. The Ohio State University; 2012. [cited 2019 Nov 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1342463038.

Council of Science Editors:

Deck AL. The Effects of K-W-L on ELL Middle School Students' Listening Comprehension of Science Content. [Masters Thesis]. The Ohio State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1342463038

17. Kanotz, Brittany. The Effects of Word Box Instruction on Word Identification and Spelling Performance of Consonant-Vowel-Consonant Words of First Grade Students who are at Risk Learners.

Degree: MA, EDU Physical Activity and Educational Services, 2014, The Ohio State University

 This study examined the effects of word box instruction on word identification and spelling performance of CVC (consonant-vowel-consonant) words of first grade students who are… (more)

Subjects/Keywords: Reading Instruction; Special Education; Teaching; Early Childhood Education; Education; word box instruction; at risk learners; phonemic awareness

…Moderate Intervention Specialist program at The Ohio State University. She held a bachelor’s… …doctoral students in the Special Education Program at The Ohio State University. They both… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kanotz, B. (2014). The Effects of Word Box Instruction on Word Identification and Spelling Performance of Consonant-Vowel-Consonant Words of First Grade Students who are at Risk Learners. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1404989586

Chicago Manual of Style (16th Edition):

Kanotz, Brittany. “The Effects of Word Box Instruction on Word Identification and Spelling Performance of Consonant-Vowel-Consonant Words of First Grade Students who are at Risk Learners.” 2014. Masters Thesis, The Ohio State University. Accessed November 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1404989586.

MLA Handbook (7th Edition):

Kanotz, Brittany. “The Effects of Word Box Instruction on Word Identification and Spelling Performance of Consonant-Vowel-Consonant Words of First Grade Students who are at Risk Learners.” 2014. Web. 11 Nov 2019.

Vancouver:

Kanotz B. The Effects of Word Box Instruction on Word Identification and Spelling Performance of Consonant-Vowel-Consonant Words of First Grade Students who are at Risk Learners. [Internet] [Masters thesis]. The Ohio State University; 2014. [cited 2019 Nov 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1404989586.

Council of Science Editors:

Kanotz B. The Effects of Word Box Instruction on Word Identification and Spelling Performance of Consonant-Vowel-Consonant Words of First Grade Students who are at Risk Learners. [Masters Thesis]. The Ohio State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1404989586

18. Bishop, Anne. The Effects of a Graphic Organizer Training Package on the Persuasive Writing of Middle School Students with Autism.

Degree: MA, Human Ecology: Family and Consumer Sciences Education, 2013, The Ohio State University

 This study examined the effects of a direct instruction and graphic organizer intervention package on the quality and quantity of persuasive writing of middle school… (more)

Subjects/Keywords: Education

…experimenter was a graduate student at The Ohio State University pursuing a master’s degree in… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bishop, A. (2013). The Effects of a Graphic Organizer Training Package on the Persuasive Writing of Middle School Students with Autism. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1385562967

Chicago Manual of Style (16th Edition):

Bishop, Anne. “The Effects of a Graphic Organizer Training Package on the Persuasive Writing of Middle School Students with Autism.” 2013. Masters Thesis, The Ohio State University. Accessed November 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1385562967.

MLA Handbook (7th Edition):

Bishop, Anne. “The Effects of a Graphic Organizer Training Package on the Persuasive Writing of Middle School Students with Autism.” 2013. Web. 11 Nov 2019.

Vancouver:

Bishop A. The Effects of a Graphic Organizer Training Package on the Persuasive Writing of Middle School Students with Autism. [Internet] [Masters thesis]. The Ohio State University; 2013. [cited 2019 Nov 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1385562967.

Council of Science Editors:

Bishop A. The Effects of a Graphic Organizer Training Package on the Persuasive Writing of Middle School Students with Autism. [Masters Thesis]. The Ohio State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1385562967

19. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 11, 2019. 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. 11 Nov 2019.

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 2019 Nov 11]. 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

20. Spotts, Elizabeth A. The Effects of Computer-Based Practice on the Acquisition of Basic Academic Skills in Children Who Have Moderate to Intensive Educational Needs: A Systematic Replication.

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

 The purpose of the study was to determine whether interactive, computer-based practice would increase the acquisition and maintenance of basic academic skills for students with… (more)

Subjects/Keywords: Special Education; computer-based practice; acquisition; academic skills

…Education, specializing in Applied Behavioral Analysis as a graduate student at The Ohio State… …University. She received her Bachelor of Arts degree in Psychology at LaGrange College, located in… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Spotts, E. A. (2011). The Effects of Computer-Based Practice on the Acquisition of Basic Academic Skills in Children Who Have Moderate to Intensive Educational Needs: A Systematic Replication. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1313178071

Chicago Manual of Style (16th Edition):

Spotts, Elizabeth A. “The Effects of Computer-Based Practice on the Acquisition of Basic Academic Skills in Children Who Have Moderate to Intensive Educational Needs: A Systematic Replication.” 2011. Masters Thesis, The Ohio State University. Accessed November 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313178071.

MLA Handbook (7th Edition):

Spotts, Elizabeth A. “The Effects of Computer-Based Practice on the Acquisition of Basic Academic Skills in Children Who Have Moderate to Intensive Educational Needs: A Systematic Replication.” 2011. Web. 11 Nov 2019.

Vancouver:

Spotts EA. The Effects of Computer-Based Practice on the Acquisition of Basic Academic Skills in Children Who Have Moderate to Intensive Educational Needs: A Systematic Replication. [Internet] [Masters thesis]. The Ohio State University; 2011. [cited 2019 Nov 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1313178071.

Council of Science Editors:

Spotts EA. The Effects of Computer-Based Practice on the Acquisition of Basic Academic Skills in Children Who Have Moderate to Intensive Educational Needs: A Systematic Replication. [Masters Thesis]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1313178071

21. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 11, 2019. 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. 11 Nov 2019.

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 2019 Nov 11]. 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

22. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 11, 2019. 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. 11 Nov 2019.

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 2019 Nov 11]. 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

23. Boggs, Melissa. The Effects of Indiscriminable Contingencies on the Accuracy and Completion of Homework in Middle School Students with Learning Disabilities.

Degree: MA, EDU Physical Activity and Educational Services, 2014, The Ohio State University

 The purpose of this study was to examine the effects of indiscriminable contingencies on homework accuracy and completion of middle school students with learning disabilities.… (more)

Subjects/Keywords: Education; Secondary Education; Special Education; Homework; completion; accuracy; learning disabilities; special education; indiscriminable contingencies; reinforcement; token economy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Boggs, M. (2014). The Effects of Indiscriminable Contingencies on the Accuracy and Completion of Homework in Middle School Students with Learning Disabilities. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1403611614

Chicago Manual of Style (16th Edition):

Boggs, Melissa. “The Effects of Indiscriminable Contingencies on the Accuracy and Completion of Homework in Middle School Students with Learning Disabilities.” 2014. Masters Thesis, The Ohio State University. Accessed November 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403611614.

MLA Handbook (7th Edition):

Boggs, Melissa. “The Effects of Indiscriminable Contingencies on the Accuracy and Completion of Homework in Middle School Students with Learning Disabilities.” 2014. Web. 11 Nov 2019.

Vancouver:

Boggs M. The Effects of Indiscriminable Contingencies on the Accuracy and Completion of Homework in Middle School Students with Learning Disabilities. [Internet] [Masters thesis]. The Ohio State University; 2014. [cited 2019 Nov 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1403611614.

Council of Science Editors:

Boggs M. The Effects of Indiscriminable Contingencies on the Accuracy and Completion of Homework in Middle School Students with Learning Disabilities. [Masters Thesis]. The Ohio State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1403611614

24. 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

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 11, 2019. 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. 11 Nov 2019.

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 2019 Nov 11]. 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

25. Saluke, Jessica Mary. The Comparative Effects of Independent and Whole Class Active Student Response on Students’ Vocabulary Achievement in a High School Social Studies Class.

Degree: MA, EDU Physical Activity and Educational Services, 2018, The Ohio State University

 The purpose of this study was to examine the comparative effects of two vocabulary review methods on high school students' acquisition of social studies vocabulary.… (more)

Subjects/Keywords: Education; Educational Technology; Secondary Education; Social Studies Education; Special Education; Technology; learning disabilities; technology; digital flashcards; Quizlet; Kahoot; vocabulary; social studies; secondary education; high school; inclusion; special education

…State of Ohio. This was her 10th year teaching social studies. She was enrolled at The Ohio… …State University in the Mild/Moderate Intervention Specialist Master’s Degree Program. The… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Saluke, J. M. (2018). The Comparative Effects of Independent and Whole Class Active Student Response on Students’ Vocabulary Achievement in a High School Social Studies Class. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1531220368893987

Chicago Manual of Style (16th Edition):

Saluke, Jessica Mary. “The Comparative Effects of Independent and Whole Class Active Student Response on Students’ Vocabulary Achievement in a High School Social Studies Class.” 2018. Masters Thesis, The Ohio State University. Accessed November 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1531220368893987.

MLA Handbook (7th Edition):

Saluke, Jessica Mary. “The Comparative Effects of Independent and Whole Class Active Student Response on Students’ Vocabulary Achievement in a High School Social Studies Class.” 2018. Web. 11 Nov 2019.

Vancouver:

Saluke JM. The Comparative Effects of Independent and Whole Class Active Student Response on Students’ Vocabulary Achievement in a High School Social Studies Class. [Internet] [Masters thesis]. The Ohio State University; 2018. [cited 2019 Nov 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1531220368893987.

Council of Science Editors:

Saluke JM. The Comparative Effects of Independent and Whole Class Active Student Response on Students’ Vocabulary Achievement in a High School Social Studies Class. [Masters Thesis]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1531220368893987

26. Davenport, Carrie, Davenport. Effective Literacy Interventions for Students Who Are Deaf or Hard of Hearing.

Degree: PhD, Educational Studies, 2017, The Ohio State University

 This dissertation will serve four purposes. First, findings will be presented from a systematic review of the literature related to literacy interventions for students who… (more)

Subjects/Keywords: Special Education; literacy, interventions, deaf, hard of hearing

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Davenport, Carrie, D. (2017). Effective Literacy Interventions for Students Who Are Deaf or Hard of Hearing. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1500392867988732

Chicago Manual of Style (16th Edition):

Davenport, Carrie, Davenport. “Effective Literacy Interventions for Students Who Are Deaf or Hard of Hearing.” 2017. Doctoral Dissertation, The Ohio State University. Accessed November 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500392867988732.

MLA Handbook (7th Edition):

Davenport, Carrie, Davenport. “Effective Literacy Interventions for Students Who Are Deaf or Hard of Hearing.” 2017. Web. 11 Nov 2019.

Vancouver:

Davenport, Carrie D. Effective Literacy Interventions for Students Who Are Deaf or Hard of Hearing. [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2019 Nov 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1500392867988732.

Council of Science Editors:

Davenport, Carrie D. Effective Literacy Interventions for Students Who Are Deaf or Hard of Hearing. [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1500392867988732

27. Gartland, Mary Elizabeth. The Effects of Response Interruption/Redirection and Differential Reinforcemetn of Other Behaivors on Vocal Stereotypy in Children With Autism.

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

 Vocal stereotypy is defined as any instance of noncontextual or nonfunctional speech including singing, babbling, repetitive grunts, squeals, and phrases unrelated to the present situation… (more)

Subjects/Keywords: Special Education; Vocal Stereotypy; Autism; DRO; Response interruption/redirection

…teachers and an experimenter from The Ohio State University. Each student participant was… …experimenter in this study was a graduate student attending The Ohio State University. At the time of… …Board of The Ohio State University. Teacher Each student’s classroom teacher was instructed on… …student at The Ohio State University pursuing a Master of Arts degree in Special Education… …to enrolling in 15 the masters program at The Ohio State University. The experimenter… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gartland, M. E. (2009). The Effects of Response Interruption/Redirection and Differential Reinforcemetn of Other Behaivors on Vocal Stereotypy in Children With Autism. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1249572421

Chicago Manual of Style (16th Edition):

Gartland, Mary Elizabeth. “The Effects of Response Interruption/Redirection and Differential Reinforcemetn of Other Behaivors on Vocal Stereotypy in Children With Autism.” 2009. Masters Thesis, The Ohio State University. Accessed November 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249572421.

MLA Handbook (7th Edition):

Gartland, Mary Elizabeth. “The Effects of Response Interruption/Redirection and Differential Reinforcemetn of Other Behaivors on Vocal Stereotypy in Children With Autism.” 2009. Web. 11 Nov 2019.

Vancouver:

Gartland ME. The Effects of Response Interruption/Redirection and Differential Reinforcemetn of Other Behaivors on Vocal Stereotypy in Children With Autism. [Internet] [Masters thesis]. The Ohio State University; 2009. [cited 2019 Nov 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1249572421.

Council of Science Editors:

Gartland ME. The Effects of Response Interruption/Redirection and Differential Reinforcemetn of Other Behaivors on Vocal Stereotypy in Children With Autism. [Masters Thesis]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1249572421

28. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 November 11, 2019. 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. 11 Nov 2019.

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 2019 Nov 11]. 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

29. Garcia, Dru E. Examining the Efficiency of Incremental Rehearsal Oral and Written Procedures for Spelling.

Degree: PhD, EDU Physical Activity and Educational Services, 2012, The Ohio State University

 The ability to spell words correctly is a skill that is necessary for success in school and adult life. Mastery of spelling skills continues to… (more)

Subjects/Keywords: Education; incremental rehearsal; spelling

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Garcia, D. E. (2012). Examining the Efficiency of Incremental Rehearsal Oral and Written Procedures for Spelling. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1335832759

Chicago Manual of Style (16th Edition):

Garcia, Dru E. “Examining the Efficiency of Incremental Rehearsal Oral and Written Procedures for Spelling.” 2012. Doctoral Dissertation, The Ohio State University. Accessed November 11, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1335832759.

MLA Handbook (7th Edition):

Garcia, Dru E. “Examining the Efficiency of Incremental Rehearsal Oral and Written Procedures for Spelling.” 2012. Web. 11 Nov 2019.

Vancouver:

Garcia DE. Examining the Efficiency of Incremental Rehearsal Oral and Written Procedures for Spelling. [Internet] [Doctoral dissertation]. The Ohio State University; 2012. [cited 2019 Nov 11]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1335832759.

Council of Science Editors:

Garcia DE. Examining the Efficiency of Incremental Rehearsal Oral and Written Procedures for Spelling. [Doctoral Dissertation]. The Ohio State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1335832759

.