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You searched for +publisher:"University of Kansas" +contributor:("Turnbull, Ann P"). Showing records 1 – 13 of 13 total matches.

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University of Kansas

1. Hong, Joo Young. The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally.

Degree: PhD, Special Education, 2013, University of Kansas

 This dissertation includes four independent but related chapters. The first chapter provides an overview regarding the whole dissertation document. Chapter 2 reports the procedures and… (more)

Subjects/Keywords: Special education

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APA (6th Edition):

Hong, J. Y. (2013). The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15090

Chicago Manual of Style (16th Edition):

Hong, Joo Young. “The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally.” 2013. Doctoral Dissertation, University of Kansas. Accessed March 19, 2019. http://hdl.handle.net/1808/15090.

MLA Handbook (7th Edition):

Hong, Joo Young. “The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally.” 2013. Web. 19 Mar 2019.

Vancouver:

Hong JY. The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1808/15090.

Council of Science Editors:

Hong JY. The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15090


University of Kansas

2. Kemp, Peggy Deborah Kathleen. Family-Unit Needs of Families That Include an Infant or Toddler with a Diagnosis of Autism Spectrum Disorder (ASD) Enrolled in Part C Early Intervention Programs in Kansas.

Degree: PhD, Special Education, 2015, University of Kansas

 This study explores the family-unit needs of families that include an infant or toddler with a diagnosis of autism spectrum disorder (ASD) enrolled in Part… (more)

Subjects/Keywords: Special education; Autism; Early Intervention; Family Needs; Family Needs Assessment Scale; Parent Led Intervention; Part C

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APA (6th Edition):

Kemp, P. D. K. (2015). Family-Unit Needs of Families That Include an Infant or Toddler with a Diagnosis of Autism Spectrum Disorder (ASD) Enrolled in Part C Early Intervention Programs in Kansas. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/19516

Chicago Manual of Style (16th Edition):

Kemp, Peggy Deborah Kathleen. “Family-Unit Needs of Families That Include an Infant or Toddler with a Diagnosis of Autism Spectrum Disorder (ASD) Enrolled in Part C Early Intervention Programs in Kansas.” 2015. Doctoral Dissertation, University of Kansas. Accessed March 19, 2019. http://hdl.handle.net/1808/19516.

MLA Handbook (7th Edition):

Kemp, Peggy Deborah Kathleen. “Family-Unit Needs of Families That Include an Infant or Toddler with a Diagnosis of Autism Spectrum Disorder (ASD) Enrolled in Part C Early Intervention Programs in Kansas.” 2015. Web. 19 Mar 2019.

Vancouver:

Kemp PDK. Family-Unit Needs of Families That Include an Infant or Toddler with a Diagnosis of Autism Spectrum Disorder (ASD) Enrolled in Part C Early Intervention Programs in Kansas. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1808/19516.

Council of Science Editors:

Kemp PDK. Family-Unit Needs of Families That Include an Infant or Toddler with a Diagnosis of Autism Spectrum Disorder (ASD) Enrolled in Part C Early Intervention Programs in Kansas. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19516


University of Kansas

3. Kyzar, Kathleen. The Relationship of Perceptions of Service and Support Adequacy to Family Quality of Life for Families of Children with Deafblindness.

Degree: PhD, Special Education, 2010, University of Kansas

 This study investigated the relationship between families' perceptions of supports and services and family quality of life (FQOL) for families of children with deafblindness, and… (more)

Subjects/Keywords: Special education; Deafblind; Family; Family quality of life

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APA (6th Edition):

Kyzar, K. (2010). The Relationship of Perceptions of Service and Support Adequacy to Family Quality of Life for Families of Children with Deafblindness. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6740

Chicago Manual of Style (16th Edition):

Kyzar, Kathleen. “The Relationship of Perceptions of Service and Support Adequacy to Family Quality of Life for Families of Children with Deafblindness.” 2010. Doctoral Dissertation, University of Kansas. Accessed March 19, 2019. http://hdl.handle.net/1808/6740.

MLA Handbook (7th Edition):

Kyzar, Kathleen. “The Relationship of Perceptions of Service and Support Adequacy to Family Quality of Life for Families of Children with Deafblindness.” 2010. Web. 19 Mar 2019.

Vancouver:

Kyzar K. The Relationship of Perceptions of Service and Support Adequacy to Family Quality of Life for Families of Children with Deafblindness. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1808/6740.

Council of Science Editors:

Kyzar K. The Relationship of Perceptions of Service and Support Adequacy to Family Quality of Life for Families of Children with Deafblindness. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6740


University of Kansas

4. Hu, Xiaoyi. FAMILY NEEDS OF CHINESE FAMILIES WITH CHILDREN WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES: A QUALITATIVE INQUIRY.

Degree: PhD, Special Education, 2011, University of Kansas

 This dissertation presents the findings of a qualitative study examining needs of Chinese families with children with intellectual and developmental disabilities. The purpose of this… (more)

Subjects/Keywords: Special education; Chinese; Family needs; Intellectual disabilities

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APA (6th Edition):

Hu, X. (2011). FAMILY NEEDS OF CHINESE FAMILIES WITH CHILDREN WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES: A QUALITATIVE INQUIRY. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/8023

Chicago Manual of Style (16th Edition):

Hu, Xiaoyi. “FAMILY NEEDS OF CHINESE FAMILIES WITH CHILDREN WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES: A QUALITATIVE INQUIRY.” 2011. Doctoral Dissertation, University of Kansas. Accessed March 19, 2019. http://hdl.handle.net/1808/8023.

MLA Handbook (7th Edition):

Hu, Xiaoyi. “FAMILY NEEDS OF CHINESE FAMILIES WITH CHILDREN WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES: A QUALITATIVE INQUIRY.” 2011. Web. 19 Mar 2019.

Vancouver:

Hu X. FAMILY NEEDS OF CHINESE FAMILIES WITH CHILDREN WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES: A QUALITATIVE INQUIRY. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1808/8023.

Council of Science Editors:

Hu X. FAMILY NEEDS OF CHINESE FAMILIES WITH CHILDREN WITH INTELLECTUAL AND DEVELOPMENTAL DISABILITIES: A QUALITATIVE INQUIRY. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/8023


University of Kansas

5. Parks, Stephanie. Job-embedded Coaching to Implement the Team Analysis of Preschoolers in Routines (TAPIR) Approach: Building Professional Collaboration.

Degree: PhD, Special Education, 2012, University of Kansas

 This inquiry primarily employed the qualitative methodology to understand the nature impact of the utilization of the Team Analysis of Preschoolers in Routines (TAPIR) approach… (more)

Subjects/Keywords: Special education; Early childhood education; Education; Coaching; Collaboration; Early childhood special education; Preschool

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APA (6th Edition):

Parks, S. (2012). Job-embedded Coaching to Implement the Team Analysis of Preschoolers in Routines (TAPIR) Approach: Building Professional Collaboration. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15079

Chicago Manual of Style (16th Edition):

Parks, Stephanie. “Job-embedded Coaching to Implement the Team Analysis of Preschoolers in Routines (TAPIR) Approach: Building Professional Collaboration.” 2012. Doctoral Dissertation, University of Kansas. Accessed March 19, 2019. http://hdl.handle.net/1808/15079.

MLA Handbook (7th Edition):

Parks, Stephanie. “Job-embedded Coaching to Implement the Team Analysis of Preschoolers in Routines (TAPIR) Approach: Building Professional Collaboration.” 2012. Web. 19 Mar 2019.

Vancouver:

Parks S. Job-embedded Coaching to Implement the Team Analysis of Preschoolers in Routines (TAPIR) Approach: Building Professional Collaboration. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1808/15079.

Council of Science Editors:

Parks S. Job-embedded Coaching to Implement the Team Analysis of Preschoolers in Routines (TAPIR) Approach: Building Professional Collaboration. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/15079


University of Kansas

6. Aldersey, Heather Michelle. Intellectual and Developmental Disabilities in Kinshasa, DRC: Personhood and Support.

Degree: PhD, Special Studies, 2013, University of Kansas

 This dissertation consists of four individual, but related chapters. Chapter 1 provides an introduction to the key constructs of this dissertation: intellectual and developmental disabilities… (more)

Subjects/Keywords: African studies; Social research; Health care management; Africa; Democratic Republic of the Congo; Family support; Intellectual disabilities; Kinshasa; Personhood

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APA (6th Edition):

Aldersey, H. M. (2013). Intellectual and Developmental Disabilities in Kinshasa, DRC: Personhood and Support. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15131

Chicago Manual of Style (16th Edition):

Aldersey, Heather Michelle. “Intellectual and Developmental Disabilities in Kinshasa, DRC: Personhood and Support.” 2013. Doctoral Dissertation, University of Kansas. Accessed March 19, 2019. http://hdl.handle.net/1808/15131.

MLA Handbook (7th Edition):

Aldersey, Heather Michelle. “Intellectual and Developmental Disabilities in Kinshasa, DRC: Personhood and Support.” 2013. Web. 19 Mar 2019.

Vancouver:

Aldersey HM. Intellectual and Developmental Disabilities in Kinshasa, DRC: Personhood and Support. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1808/15131.

Council of Science Editors:

Aldersey HM. Intellectual and Developmental Disabilities in Kinshasa, DRC: Personhood and Support. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15131


University of Kansas

7. Haines, Shana. Fostering a Child's Foundational Skills Leading to Self-Determination: A Case Study of a Refugee Family, a Head Start Agency, and their Family-Professional Partnership.

Degree: PhD, Special Education, 2013, University of Kansas

 This qualitative case study investigated and described the views of both Head Start staff and a refugee family regarding adult fostering of foundational skills leading… (more)

Subjects/Keywords: Special education; Early childhood education; Education; Engagement; Family-professional partnership; Head start; Refugee families; Self-determination; Self-regulation

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APA (6th Edition):

Haines, S. (2013). Fostering a Child's Foundational Skills Leading to Self-Determination: A Case Study of a Refugee Family, a Head Start Agency, and their Family-Professional Partnership. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15120

Chicago Manual of Style (16th Edition):

Haines, Shana. “Fostering a Child's Foundational Skills Leading to Self-Determination: A Case Study of a Refugee Family, a Head Start Agency, and their Family-Professional Partnership.” 2013. Doctoral Dissertation, University of Kansas. Accessed March 19, 2019. http://hdl.handle.net/1808/15120.

MLA Handbook (7th Edition):

Haines, Shana. “Fostering a Child's Foundational Skills Leading to Self-Determination: A Case Study of a Refugee Family, a Head Start Agency, and their Family-Professional Partnership.” 2013. Web. 19 Mar 2019.

Vancouver:

Haines S. Fostering a Child's Foundational Skills Leading to Self-Determination: A Case Study of a Refugee Family, a Head Start Agency, and their Family-Professional Partnership. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1808/15120.

Council of Science Editors:

Haines S. Fostering a Child's Foundational Skills Leading to Self-Determination: A Case Study of a Refugee Family, a Head Start Agency, and their Family-Professional Partnership. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15120


University of Kansas

8. Stroup-Rentier, Vera Lynne. Family-Professional Partnerships in Action during the Implementation of a Child-Focused Intervention.

Degree: PhD, Special Education, 2015, University of Kansas

 This qualitative study explores and identifies observable behaviors and interactions of family-professional partnerships in action formed during the implementation of the Foundations Intervention. The Foundations… (more)

Subjects/Keywords: Early childhood education; Early Childhood; Families; Intervention; Partnerships; Self-Determination

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APA (6th Edition):

Stroup-Rentier, V. L. (2015). Family-Professional Partnerships in Action during the Implementation of a Child-Focused Intervention. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/19525

Chicago Manual of Style (16th Edition):

Stroup-Rentier, Vera Lynne. “Family-Professional Partnerships in Action during the Implementation of a Child-Focused Intervention.” 2015. Doctoral Dissertation, University of Kansas. Accessed March 19, 2019. http://hdl.handle.net/1808/19525.

MLA Handbook (7th Edition):

Stroup-Rentier, Vera Lynne. “Family-Professional Partnerships in Action during the Implementation of a Child-Focused Intervention.” 2015. Web. 19 Mar 2019.

Vancouver:

Stroup-Rentier VL. Family-Professional Partnerships in Action during the Implementation of a Child-Focused Intervention. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1808/19525.

Council of Science Editors:

Stroup-Rentier VL. Family-Professional Partnerships in Action during the Implementation of a Child-Focused Intervention. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19525

9. Francis, Grace L. Evaluating the Effectiveness of the Family Employment Awareness Training Program: Expectations, Knowledge, Barriers, and Employment for People with Disabilities who have Individualized Support Needs.

Degree: PhD, Special Education, 2013, University of Kansas

 This dissertation consists of four individual, but related chapters. Chapter 1 provides an introduction to competitive employment for people with disabilities who have individualized support… (more)

Subjects/Keywords: Special education; Vocational education; Disability; Employment; Training program

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APA (6th Edition):

Francis, G. L. (2013). Evaluating the Effectiveness of the Family Employment Awareness Training Program: Expectations, Knowledge, Barriers, and Employment for People with Disabilities who have Individualized Support Needs. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15102

Chicago Manual of Style (16th Edition):

Francis, Grace L. “Evaluating the Effectiveness of the Family Employment Awareness Training Program: Expectations, Knowledge, Barriers, and Employment for People with Disabilities who have Individualized Support Needs.” 2013. Doctoral Dissertation, University of Kansas. Accessed March 19, 2019. http://hdl.handle.net/1808/15102.

MLA Handbook (7th Edition):

Francis, Grace L. “Evaluating the Effectiveness of the Family Employment Awareness Training Program: Expectations, Knowledge, Barriers, and Employment for People with Disabilities who have Individualized Support Needs.” 2013. Web. 19 Mar 2019.

Vancouver:

Francis GL. Evaluating the Effectiveness of the Family Employment Awareness Training Program: Expectations, Knowledge, Barriers, and Employment for People with Disabilities who have Individualized Support Needs. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1808/15102.

Council of Science Editors:

Francis GL. Evaluating the Effectiveness of the Family Employment Awareness Training Program: Expectations, Knowledge, Barriers, and Employment for People with Disabilities who have Individualized Support Needs. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15102


University of Kansas

10. Chiu, Chun-Yu. Family Needs and Family Quality of Life for Taiwanese Families of Children with Intellectual Disability and Developmental Delay.

Degree: PhD, Special Education, 2013, University of Kansas

 This dissertation consists of four related chapters including an introductory overview of all four chapters, a report on family needs, a report on family quality… (more)

Subjects/Keywords: Special education; Disability; Family needs; Family quality of life; Scale validation; Taiwan

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APA (6th Edition):

Chiu, C. (2013). Family Needs and Family Quality of Life for Taiwanese Families of Children with Intellectual Disability and Developmental Delay. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15126

Chicago Manual of Style (16th Edition):

Chiu, Chun-Yu. “Family Needs and Family Quality of Life for Taiwanese Families of Children with Intellectual Disability and Developmental Delay.” 2013. Doctoral Dissertation, University of Kansas. Accessed March 19, 2019. http://hdl.handle.net/1808/15126.

MLA Handbook (7th Edition):

Chiu, Chun-Yu. “Family Needs and Family Quality of Life for Taiwanese Families of Children with Intellectual Disability and Developmental Delay.” 2013. Web. 19 Mar 2019.

Vancouver:

Chiu C. Family Needs and Family Quality of Life for Taiwanese Families of Children with Intellectual Disability and Developmental Delay. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1808/15126.

Council of Science Editors:

Chiu C. Family Needs and Family Quality of Life for Taiwanese Families of Children with Intellectual Disability and Developmental Delay. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15126

11. Gross, Judith M. S. Identifying and Defining the Components and Indicators of Participant Direction.

Degree: PhD, Special Education, 2010, University of Kansas

 In this dissertation, I analyzed the design of various programs of participant direction in long-term care in the U.S. programs of participant direction offer the… (more)

Subjects/Keywords: Special education; Choice; Consumer direction; Control; Long-term care; Participant direction; Service

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APA (6th Edition):

Gross, J. M. S. (2010). Identifying and Defining the Components and Indicators of Participant Direction. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6738

Chicago Manual of Style (16th Edition):

Gross, Judith M S. “Identifying and Defining the Components and Indicators of Participant Direction.” 2010. Doctoral Dissertation, University of Kansas. Accessed March 19, 2019. http://hdl.handle.net/1808/6738.

MLA Handbook (7th Edition):

Gross, Judith M S. “Identifying and Defining the Components and Indicators of Participant Direction.” 2010. Web. 19 Mar 2019.

Vancouver:

Gross JMS. Identifying and Defining the Components and Indicators of Participant Direction. [Internet] [Doctoral dissertation]. University of Kansas; 2010. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1808/6738.

Council of Science Editors:

Gross JMS. Identifying and Defining the Components and Indicators of Participant Direction. [Doctoral Dissertation]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/6738

12. Chou, Yu-Chi. AUTISM AND SELF-DETERMINATION: MEASUREMENT AND CONTRAST WITH OTHER DISABILITY GROUPS.

Degree: PhD, Special Education, 2013, University of Kansas

 This dissertation consists of four chapters. Chapter 1 provides an introduction to the self-determination literature documenting the importance of promoting the self-determination of transition and… (more)

Subjects/Keywords: Special education; Autism spectrum disorders; Self-determination

…approval from the Human Subjects Committee at the University of Kansas, participating students… 

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APA (6th Edition):

Chou, Y. (2013). AUTISM AND SELF-DETERMINATION: MEASUREMENT AND CONTRAST WITH OTHER DISABILITY GROUPS. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15125

Chicago Manual of Style (16th Edition):

Chou, Yu-Chi. “AUTISM AND SELF-DETERMINATION: MEASUREMENT AND CONTRAST WITH OTHER DISABILITY GROUPS.” 2013. Doctoral Dissertation, University of Kansas. Accessed March 19, 2019. http://hdl.handle.net/1808/15125.

MLA Handbook (7th Edition):

Chou, Yu-Chi. “AUTISM AND SELF-DETERMINATION: MEASUREMENT AND CONTRAST WITH OTHER DISABILITY GROUPS.” 2013. Web. 19 Mar 2019.

Vancouver:

Chou Y. AUTISM AND SELF-DETERMINATION: MEASUREMENT AND CONTRAST WITH OTHER DISABILITY GROUPS. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1808/15125.

Council of Science Editors:

Chou Y. AUTISM AND SELF-DETERMINATION: MEASUREMENT AND CONTRAST WITH OTHER DISABILITY GROUPS. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15125

13. Seo, Hyojeong. EXAMINING THE IMPACT OF INDIVIDUAL VARIABLES ON SUPPORT NEEDS AND UNDERLYING RELATIONSHIPS BETWEEN ADULTS' AND CHILDREN'S VERSIONS OF THE SUPPORTS INTENSITY SCALE.

Degree: PhD, Special Education, 2013, University of Kansas

 This dissertation consists of four chapters. Chapter 1 provides an overview of the evolved concept of disability and an introduction of the support needs construct… (more)

Subjects/Keywords: Special education; Intellectual disabilities; Support needs; Supports intensity scale

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APA (6th Edition):

Seo, H. (2013). EXAMINING THE IMPACT OF INDIVIDUAL VARIABLES ON SUPPORT NEEDS AND UNDERLYING RELATIONSHIPS BETWEEN ADULTS' AND CHILDREN'S VERSIONS OF THE SUPPORTS INTENSITY SCALE. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15052

Chicago Manual of Style (16th Edition):

Seo, Hyojeong. “EXAMINING THE IMPACT OF INDIVIDUAL VARIABLES ON SUPPORT NEEDS AND UNDERLYING RELATIONSHIPS BETWEEN ADULTS' AND CHILDREN'S VERSIONS OF THE SUPPORTS INTENSITY SCALE.” 2013. Doctoral Dissertation, University of Kansas. Accessed March 19, 2019. http://hdl.handle.net/1808/15052.

MLA Handbook (7th Edition):

Seo, Hyojeong. “EXAMINING THE IMPACT OF INDIVIDUAL VARIABLES ON SUPPORT NEEDS AND UNDERLYING RELATIONSHIPS BETWEEN ADULTS' AND CHILDREN'S VERSIONS OF THE SUPPORTS INTENSITY SCALE.” 2013. Web. 19 Mar 2019.

Vancouver:

Seo H. EXAMINING THE IMPACT OF INDIVIDUAL VARIABLES ON SUPPORT NEEDS AND UNDERLYING RELATIONSHIPS BETWEEN ADULTS' AND CHILDREN'S VERSIONS OF THE SUPPORTS INTENSITY SCALE. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1808/15052.

Council of Science Editors:

Seo H. EXAMINING THE IMPACT OF INDIVIDUAL VARIABLES ON SUPPORT NEEDS AND UNDERLYING RELATIONSHIPS BETWEEN ADULTS' AND CHILDREN'S VERSIONS OF THE SUPPORTS INTENSITY SCALE. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15052

.