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You searched for +publisher:"University of Georgia" +contributor:("Jonathan M. Campbell"). Showing records 1 – 3 of 3 total matches.

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University of Georgia

1. Herzinger, Caitlin Vanessa. Assessment and treatment of maladaptive behaviors within the developmental disability literature: impact on outcome variables.

Degree: PhD, Educational Psychology, 2008, University of Georgia

Several meta-analyses relating to the assessment and treatment of severe maladaptive behaviors within the developmental disability research were reviewed. Following a synthesis of the meta-analyses results, three common themes were found and discussed: (a) behavioral treatment constitutes the large majority of published treatment outcomes, (b) treatments employing different functional assessments produced different outcomes, and (c) few characteristics of individuals were identified as mediating or moderating factors in treatment effectiveness. This current quantitative review of developmental disability research aims to make comparisons of different functional behavioral assessment methodologies, both across and within diagnostic categories. Quantitative synthesis data were used to answer questions regarding behavioral function, assessment type, differences based upon diagnostic category, and treatment effectiveness. Results indicate that assessment methodology does not impact treatment effectiveness, but both identified functions and treatment effectiveness are impacted by diagnosis. Implications for clinicians as well as future research directions are also discussed. Advisors/Committee Members: Jonathan M. Campbell.

Subjects/Keywords: developmental disability

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

APA (6th Edition):

Herzinger, C. V. (2008). Assessment and treatment of maladaptive behaviors within the developmental disability literature: impact on outcome variables. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/herzinger_caitlin_v_200805_phd

Chicago Manual of Style (16th Edition):

Herzinger, Caitlin Vanessa. “Assessment and treatment of maladaptive behaviors within the developmental disability literature: impact on outcome variables.” 2008. Doctoral Dissertation, University of Georgia. Accessed April 26, 2019. http://purl.galileo.usg.edu/uga_etd/herzinger_caitlin_v_200805_phd.

MLA Handbook (7th Edition):

Herzinger, Caitlin Vanessa. “Assessment and treatment of maladaptive behaviors within the developmental disability literature: impact on outcome variables.” 2008. Web. 26 Apr 2019.

Vancouver:

Herzinger CV. Assessment and treatment of maladaptive behaviors within the developmental disability literature: impact on outcome variables. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Apr 26]. Available from: http://purl.galileo.usg.edu/uga_etd/herzinger_caitlin_v_200805_phd.

Council of Science Editors:

Herzinger CV. Assessment and treatment of maladaptive behaviors within the developmental disability literature: impact on outcome variables. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/herzinger_caitlin_v_200805_phd


University of Georgia

2. Segall, Matthew Joel. Inclusion of students with autism spectrum disorder: educator experience, knowledge, and attitudes.

Degree: MA, School Psychology, 2008, University of Georgia

The education of students with autism spectrum disorders (ASD) is a challenging issue for public schools. Due to legal and educational reasons, many children with ASD are included in the general education setting for all or portions of the school day. Thus, it is essential to understand the current practices used to support inclusive education and factors related to the implementation of classroom strategies and interventions. A new measure, the Autism Inclusion Questionnaire, is proposed to assess the constructs of experience, knowledge, attitudes towards inclusion, and classroom practices as they relate to ASD. Results indicate that education professionals (N = 47) report generally positive attitudes; however, educators demonstrate important misconceptions and lack of knowledge regarding ASD. Further, a significant relationship was found between knowledge of ASD and awareness of potential classroom strategies for inclusion, whereas attitudes and awareness of strategies were unrelated. Practical implications and future research directions are discussed. Advisors/Committee Members: Jonathan M. Campbell.

Subjects/Keywords: Autism

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

APA (6th Edition):

Segall, M. J. (2008). Inclusion of students with autism spectrum disorder: educator experience, knowledge, and attitudes. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/segall_matthew_j_200805_ma

Chicago Manual of Style (16th Edition):

Segall, Matthew Joel. “Inclusion of students with autism spectrum disorder: educator experience, knowledge, and attitudes.” 2008. Masters Thesis, University of Georgia. Accessed April 26, 2019. http://purl.galileo.usg.edu/uga_etd/segall_matthew_j_200805_ma.

MLA Handbook (7th Edition):

Segall, Matthew Joel. “Inclusion of students with autism spectrum disorder: educator experience, knowledge, and attitudes.” 2008. Web. 26 Apr 2019.

Vancouver:

Segall MJ. Inclusion of students with autism spectrum disorder: educator experience, knowledge, and attitudes. [Internet] [Masters thesis]. University of Georgia; 2008. [cited 2019 Apr 26]. Available from: http://purl.galileo.usg.edu/uga_etd/segall_matthew_j_200805_ma.

Council of Science Editors:

Segall MJ. Inclusion of students with autism spectrum disorder: educator experience, knowledge, and attitudes. [Masters Thesis]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/segall_matthew_j_200805_ma


University of Georgia

3. Moon, Kathryn Fountain. A behavioral profile of preschool-aged children with autism spectrum disorders.

Degree: PhD, School Psychology, 2008, University of Georgia

The purpose of the current study was to determine if a behavioral profile for preschool-aged children with autism spectrum disorders could be detected using the Parent Rating Scale, Preschool form of the Behavior Assessment System for Children (BASC PRS-P; Reynolds & Kamphaus, 1992). Subjects included103 preschool-aged children diagnosed with autism spectrum disorders, 30 children diagnosed with language disorders, and 535 children from the normative sample of the BASC PRS-P. As hypothesized, at-risk scores were obtained for children with autism spectrum disorders on the Atypicality, Withdrawal, Attention Problems, Adaptability, and Social Skills scales. Significant differences were observed between the autism spectrum disorders group and the normative sample group on all BASC scales but Somatization. A statistically significant result was also obtained when comparing the Social Skills of children with autism spectrum disorders and children with language disorders. Parent and teacher scores indicated at-risk concerns associated with Atypicality, Withdrawal, Attention Problems, Adaptability, and Social Skills. Interrater analysis suggested significant differences between parents and teachers on the Social Skills, Aggression, Depression, and Withdrawal scales. Except for Social Skills, teachers rated these behaviors as more problematic than was indicated by parents. Logistic regression produced a nine-item screener that distinguished children with autism spectrum disorders from children in the BASC PRS-P normative sample in 96.77% of cases. The same screener was used in an attempt to distinguish children with autism spectrum disorders from children with language disorders. Although the screener continued to be successful in classifying children with autism spectrum disorders (96.74%), only 55.17% of children with language disorders were correctly classified. Findings, limitations, and future directions were discussed. Advisors/Committee Members: Jonathan M. Campbell.

Subjects/Keywords: Autism spectrum disorders

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

APA (6th Edition):

Moon, K. F. (2008). A behavioral profile of preschool-aged children with autism spectrum disorders. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/moon_kathryn_f_200808_phd

Chicago Manual of Style (16th Edition):

Moon, Kathryn Fountain. “A behavioral profile of preschool-aged children with autism spectrum disorders.” 2008. Doctoral Dissertation, University of Georgia. Accessed April 26, 2019. http://purl.galileo.usg.edu/uga_etd/moon_kathryn_f_200808_phd.

MLA Handbook (7th Edition):

Moon, Kathryn Fountain. “A behavioral profile of preschool-aged children with autism spectrum disorders.” 2008. Web. 26 Apr 2019.

Vancouver:

Moon KF. A behavioral profile of preschool-aged children with autism spectrum disorders. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Apr 26]. Available from: http://purl.galileo.usg.edu/uga_etd/moon_kathryn_f_200808_phd.

Council of Science Editors:

Moon KF. A behavioral profile of preschool-aged children with autism spectrum disorders. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/moon_kathryn_f_200808_phd

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