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You searched for +publisher:"University of North Texas" +contributor:("Combes, Bertina"). Showing records 1 – 30 of 79 total matches.

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University of North Texas

1. Caldwell, Nicole. Applied Use of Video Modeling in Educational and Clinical Settings: A Survey of Autism Professionals.

Degree: 2017, University of North Texas

 Individuals with autism spectrum disorder (ASD) display deficits in communication and social interaction that can impact their ability to function in daily environments. To remediate… (more)

Subjects/Keywords: autism spectrum disorders; video modeling; survey; factor analysis; multiple regression

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APA (6th Edition):

Caldwell, N. (2017). Applied Use of Video Modeling in Educational and Clinical Settings: A Survey of Autism Professionals. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984262/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Caldwell, Nicole. “Applied Use of Video Modeling in Educational and Clinical Settings: A Survey of Autism Professionals.” 2017. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc984262/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Caldwell, Nicole. “Applied Use of Video Modeling in Educational and Clinical Settings: A Survey of Autism Professionals.” 2017. Web. 21 Oct 2019.

Vancouver:

Caldwell N. Applied Use of Video Modeling in Educational and Clinical Settings: A Survey of Autism Professionals. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984262/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Caldwell N. Applied Use of Video Modeling in Educational and Clinical Settings: A Survey of Autism Professionals. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984262/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

2. Xin, Xin. Using Posterior Predictive Checking of Item Response Theory Models to Study Invariance Violations.

Degree: 2017, University of North Texas

 The common practice for testing measurement invariance is to constrain parameters to be equal over groups, and then evaluate the model-data fit to reject or… (more)

Subjects/Keywords: measurement invariance; posterior predictive checking; MCMC; item response theory; Education, Tests and Measurements

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APA (6th Edition):

Xin, X. (2017). Using Posterior Predictive Checking of Item Response Theory Models to Study Invariance Violations. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984130/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Xin, Xin. “Using Posterior Predictive Checking of Item Response Theory Models to Study Invariance Violations.” 2017. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc984130/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Xin, Xin. “Using Posterior Predictive Checking of Item Response Theory Models to Study Invariance Violations.” 2017. Web. 21 Oct 2019.

Vancouver:

Xin X. Using Posterior Predictive Checking of Item Response Theory Models to Study Invariance Violations. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984130/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Xin X. Using Posterior Predictive Checking of Item Response Theory Models to Study Invariance Violations. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984130/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

3. Carrero, Kelly M. Teacher Educators: What Motivates Them to Choose Academe?.

Degree: 2012, University of North Texas

 Currently, there is a shortage of professors preparing personnel to teach in high need areas (e.g., special education, English language learners) at institutions of higher… (more)

Subjects/Keywords: Teacher educators; career choice; academe; motivation; faculty

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APA (6th Edition):

Carrero, K. M. (2012). Teacher Educators: What Motivates Them to Choose Academe?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149568/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Carrero, Kelly M. “Teacher Educators: What Motivates Them to Choose Academe?.” 2012. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc149568/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Carrero, Kelly M. “Teacher Educators: What Motivates Them to Choose Academe?.” 2012. Web. 21 Oct 2019.

Vancouver:

Carrero KM. Teacher Educators: What Motivates Them to Choose Academe?. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149568/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carrero KM. Teacher Educators: What Motivates Them to Choose Academe?. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149568/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

4. Miller, Trube Cassandra. The Roles Elementary School Counselors Perform in the Education of Students with Autism Spectrum Disorders.

Degree: 2011, University of North Texas

 This nation-wide study investigated elementary school counselors (ESC) self-reported: (a) professional background and training; (b) general knowledge of autism spectrum disorders (ASD); (c) attitudes towards… (more)

Subjects/Keywords: School counseling; autism spectrum disorders; school counselors

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APA (6th Edition):

Miller, T. C. (2011). The Roles Elementary School Counselors Perform in the Education of Students with Autism Spectrum Disorders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc84253/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Miller, Trube Cassandra. “The Roles Elementary School Counselors Perform in the Education of Students with Autism Spectrum Disorders.” 2011. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc84253/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Miller, Trube Cassandra. “The Roles Elementary School Counselors Perform in the Education of Students with Autism Spectrum Disorders.” 2011. Web. 21 Oct 2019.

Vancouver:

Miller TC. The Roles Elementary School Counselors Perform in the Education of Students with Autism Spectrum Disorders. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc84253/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Miller TC. The Roles Elementary School Counselors Perform in the Education of Students with Autism Spectrum Disorders. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc84253/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

5. Lett-Stallworth, Tawana. Personnel Preparation in Special Education: An Exploration of Autism Spectrum Disorders Programmatic Changes in Institutions of Higher Education Teacher Training Programs.

Degree: 2011, University of North Texas

 Programmatic change related to autism spectrum disorders (ASD) training in special education teacher education programs across the U.S. and institutional variables that influenced change were… (more)

Subjects/Keywords: Autism spectrum disorders; teacher education programs; personnel preparation

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APA (6th Edition):

Lett-Stallworth, T. (2011). Personnel Preparation in Special Education: An Exploration of Autism Spectrum Disorders Programmatic Changes in Institutions of Higher Education Teacher Training Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc84239/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lett-Stallworth, Tawana. “Personnel Preparation in Special Education: An Exploration of Autism Spectrum Disorders Programmatic Changes in Institutions of Higher Education Teacher Training Programs.” 2011. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc84239/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lett-Stallworth, Tawana. “Personnel Preparation in Special Education: An Exploration of Autism Spectrum Disorders Programmatic Changes in Institutions of Higher Education Teacher Training Programs.” 2011. Web. 21 Oct 2019.

Vancouver:

Lett-Stallworth T. Personnel Preparation in Special Education: An Exploration of Autism Spectrum Disorders Programmatic Changes in Institutions of Higher Education Teacher Training Programs. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc84239/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lett-Stallworth T. Personnel Preparation in Special Education: An Exploration of Autism Spectrum Disorders Programmatic Changes in Institutions of Higher Education Teacher Training Programs. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc84239/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

6. Powell, Marvin. A Multilevel Multitrait-Multimethod Analysis of the Child Behavior Checklist.

Degree: 2016, University of North Texas

 Behavioral and emotional problems (BEPs) are known to affect children's ability to shape and maintain effective social relationships. BEPs are typically categorized into two main… (more)

Subjects/Keywords: behavioral and emotional problems; multitrait-multimethod

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APA (6th Edition):

Powell, M. (2016). A Multilevel Multitrait-Multimethod Analysis of the Child Behavior Checklist. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc862789/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Powell, Marvin. “A Multilevel Multitrait-Multimethod Analysis of the Child Behavior Checklist.” 2016. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc862789/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Powell, Marvin. “A Multilevel Multitrait-Multimethod Analysis of the Child Behavior Checklist.” 2016. Web. 21 Oct 2019.

Vancouver:

Powell M. A Multilevel Multitrait-Multimethod Analysis of the Child Behavior Checklist. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc862789/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Powell M. A Multilevel Multitrait-Multimethod Analysis of the Child Behavior Checklist. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc862789/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

7. Feldman, Sara P. Measurement of Fidelity and Social Validity: Caregiver Application of Trial-Based Functional Analysis Procedures.

Degree: 2018, University of North Texas

 The present study utilized multiple-baseline and multi-probe across participants designs to measure both fidelity and efficacy of caregivers as primary interventionists when using trial-based functional… (more)

Subjects/Keywords: TBFA; trial-based functional analysis; caregiver implementation; social validity; fidelity

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APA (6th Edition):

Feldman, S. P. (2018). Measurement of Fidelity and Social Validity: Caregiver Application of Trial-Based Functional Analysis Procedures. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1248422/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Feldman, Sara P. “Measurement of Fidelity and Social Validity: Caregiver Application of Trial-Based Functional Analysis Procedures.” 2018. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc1248422/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Feldman, Sara P. “Measurement of Fidelity and Social Validity: Caregiver Application of Trial-Based Functional Analysis Procedures.” 2018. Web. 21 Oct 2019.

Vancouver:

Feldman SP. Measurement of Fidelity and Social Validity: Caregiver Application of Trial-Based Functional Analysis Procedures. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248422/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Feldman SP. Measurement of Fidelity and Social Validity: Caregiver Application of Trial-Based Functional Analysis Procedures. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248422/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

8. Park, Nicole M. Survey of Texas Secondary Transition and Employment Designees' Use of Evidence-Based Practices.

Degree: 2018, University of North Texas

 The role of transition providers' knowledge of evidence-based practices (EBPs) in secondary transition can only be understood in the context of the dismal post-secondary outcomes… (more)

Subjects/Keywords: special education; secondary transition; disabilities; evidence-based practices; transition; Education, Special; Education, Teacher Training; Education, Secondary

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APA (6th Edition):

Park, N. M. (2018). Survey of Texas Secondary Transition and Employment Designees' Use of Evidence-Based Practices. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1404569/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Park, Nicole M. “Survey of Texas Secondary Transition and Employment Designees' Use of Evidence-Based Practices.” 2018. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc1404569/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Park, Nicole M. “Survey of Texas Secondary Transition and Employment Designees' Use of Evidence-Based Practices.” 2018. Web. 21 Oct 2019.

Vancouver:

Park NM. Survey of Texas Secondary Transition and Employment Designees' Use of Evidence-Based Practices. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404569/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Park NM. Survey of Texas Secondary Transition and Employment Designees' Use of Evidence-Based Practices. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404569/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

9. Ward, Karen D. The Use of a Stimulus Control Transfer Procedure to Teach Spontaneous Manding to Children with Autism.

Degree: 2013, University of North Texas

 Current research indicates that the inability to spontaneously communicate needs or wants may result in the acquisition of unconventional forms of requesting such as aggression… (more)

Subjects/Keywords: Spontaneous mand; motivating operation; stimulus control; verbal operant; time delay; prompt fading

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APA (6th Edition):

Ward, K. D. (2013). The Use of a Stimulus Control Transfer Procedure to Teach Spontaneous Manding to Children with Autism. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc407751/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ward, Karen D. “The Use of a Stimulus Control Transfer Procedure to Teach Spontaneous Manding to Children with Autism.” 2013. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc407751/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ward, Karen D. “The Use of a Stimulus Control Transfer Procedure to Teach Spontaneous Manding to Children with Autism.” 2013. Web. 21 Oct 2019.

Vancouver:

Ward KD. The Use of a Stimulus Control Transfer Procedure to Teach Spontaneous Manding to Children with Autism. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc407751/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ward KD. The Use of a Stimulus Control Transfer Procedure to Teach Spontaneous Manding to Children with Autism. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc407751/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

10. Alward, Jennifer A. The Extent of Autism Knowledge of Novice Alternatively Certified Special Education Teachers in Texas.

Degree: 2013, University of North Texas

 An increase in the prevalence rate of autism is not necessarily matched by a concurrent increase in the rate of highly qualified special education teachers.… (more)

Subjects/Keywords: Alternative certification; personnel preparation; special education; autism training; autism spectrum disorders

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APA (6th Edition):

Alward, J. A. (2013). The Extent of Autism Knowledge of Novice Alternatively Certified Special Education Teachers in Texas. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc407790/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Alward, Jennifer A. “The Extent of Autism Knowledge of Novice Alternatively Certified Special Education Teachers in Texas.” 2013. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc407790/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Alward, Jennifer A. “The Extent of Autism Knowledge of Novice Alternatively Certified Special Education Teachers in Texas.” 2013. Web. 21 Oct 2019.

Vancouver:

Alward JA. The Extent of Autism Knowledge of Novice Alternatively Certified Special Education Teachers in Texas. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc407790/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Alward JA. The Extent of Autism Knowledge of Novice Alternatively Certified Special Education Teachers in Texas. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc407790/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

11. Lewis, Calli G. Educational Experiences of Youth with And/or At-risk for Emotional and Behavioral Disorders Residing in Foster Care Settings.

Degree: 2013, University of North Texas

 Research examining the academic experiences of youth with emotional and behavioral disorders (EBD) residing in foster care (FC) is scarce. Research is warranted to understand… (more)

Subjects/Keywords: Emotional and behavioral disorders; foster care

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

APA (6th Edition):

Lewis, C. G. (2013). Educational Experiences of Youth with And/or At-risk for Emotional and Behavioral Disorders Residing in Foster Care Settings. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500118/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lewis, Calli G. “Educational Experiences of Youth with And/or At-risk for Emotional and Behavioral Disorders Residing in Foster Care Settings.” 2013. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc500118/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lewis, Calli G. “Educational Experiences of Youth with And/or At-risk for Emotional and Behavioral Disorders Residing in Foster Care Settings.” 2013. Web. 21 Oct 2019.

Vancouver:

Lewis CG. Educational Experiences of Youth with And/or At-risk for Emotional and Behavioral Disorders Residing in Foster Care Settings. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500118/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lewis CG. Educational Experiences of Youth with And/or At-risk for Emotional and Behavioral Disorders Residing in Foster Care Settings. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500118/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

12. Lusk, Mandy E. Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice.

Degree: 2012, University of North Texas

 In recent decades, there has been renewed interest in examining the effectiveness of teacher preparation programs. Unfortunately, researchers have found that there is limited empirical… (more)

Subjects/Keywords: Teacher preparation; emotional and behavioral disorders; CEC standards

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APA (6th Edition):

Lusk, M. E. (2012). Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149634/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lusk, Mandy E. “Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice.” 2012. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc149634/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lusk, Mandy E. “Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice.” 2012. Web. 21 Oct 2019.

Vancouver:

Lusk ME. Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149634/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lusk ME. Teachers of Students with Emotional and Behavioral Disorders’ Perceptions of Professional Standards of Practice. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149634/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

13. Ray, Julie M. Knowledge and Confidence of Speech-Language Pathologists Regarding Autism.

Degree: 2010, University of North Texas

 The increased prevalence rate of autism has immense implications for speech language pathologists (SLPs) who are directly involved in the education and service delivery for… (more)

Subjects/Keywords: Autism; personnel preparation; speech therapy; confidence; knowledge; survey; applied behavior analysis; speech language pathology; Speech therapists.; Autism  – Treatment.

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APA (6th Edition):

Ray, J. M. (2010). Knowledge and Confidence of Speech-Language Pathologists Regarding Autism. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33197/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ray, Julie M. “Knowledge and Confidence of Speech-Language Pathologists Regarding Autism.” 2010. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc33197/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ray, Julie M. “Knowledge and Confidence of Speech-Language Pathologists Regarding Autism.” 2010. Web. 21 Oct 2019.

Vancouver:

Ray JM. Knowledge and Confidence of Speech-Language Pathologists Regarding Autism. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33197/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ray JM. Knowledge and Confidence of Speech-Language Pathologists Regarding Autism. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33197/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

14. Farris, Troy K. Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom.

Degree: 2011, University of North Texas

 This study examined Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. School leaders today face increasing… (more)

Subjects/Keywords: High school principals; students with disabilities; inclusion

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APA (6th Edition):

Farris, T. K. (2011). Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc67981/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Farris, Troy K. “Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom.” 2011. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc67981/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Farris, Troy K. “Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom.” 2011. Web. 21 Oct 2019.

Vancouver:

Farris TK. Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc67981/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Farris TK. Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc67981/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

15. Eason, Lindsey R. Computer Assisted Instruction to Improve Theory of Mind in Children with Autism.

Degree: 2014, University of North Texas

 Children with autism spectrum disorder (ASD) show significant deficits in communication, emotion recognition, perspective taking, and social skills. One intervention gaining increased attention is the… (more)

Subjects/Keywords: Autism; computer assisted instruction; theory of mind; mind-reading skills; technology-based interventions; Children with autism spectrum disorders  – Education.; Autistic children  – Education.; Social skills in children  – Study and teaching.

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APA (6th Edition):

Eason, L. R. (2014). Computer Assisted Instruction to Improve Theory of Mind in Children with Autism. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699860/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Eason, Lindsey R. “Computer Assisted Instruction to Improve Theory of Mind in Children with Autism.” 2014. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc699860/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Eason, Lindsey R. “Computer Assisted Instruction to Improve Theory of Mind in Children with Autism.” 2014. Web. 21 Oct 2019.

Vancouver:

Eason LR. Computer Assisted Instruction to Improve Theory of Mind in Children with Autism. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699860/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Eason LR. Computer Assisted Instruction to Improve Theory of Mind in Children with Autism. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699860/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

16. Austin, Jennifer E. The Use of Evidence-based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorders: a National Survey of School Psychologists' Training, Attitudes, and Practices.

Degree: 2011, University of North Texas

 The purpose of this exploratory study was to examine school psychologists' use of evidence- based practices (EBP), in general, and more specifically in the area… (more)

Subjects/Keywords: Social skills training; SST; evidence-based practices; EBP; autism spectrum disorders; ASD; school psychologist

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APA (6th Edition):

Austin, J. E. (2011). The Use of Evidence-based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorders: a National Survey of School Psychologists' Training, Attitudes, and Practices. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc177174/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Austin, Jennifer E. “The Use of Evidence-based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorders: a National Survey of School Psychologists' Training, Attitudes, and Practices.” 2011. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc177174/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Austin, Jennifer E. “The Use of Evidence-based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorders: a National Survey of School Psychologists' Training, Attitudes, and Practices.” 2011. Web. 21 Oct 2019.

Vancouver:

Austin JE. The Use of Evidence-based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorders: a National Survey of School Psychologists' Training, Attitudes, and Practices. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc177174/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Austin JE. The Use of Evidence-based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorders: a National Survey of School Psychologists' Training, Attitudes, and Practices. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc177174/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

17. Taylor, Darla Sue. Pre-Service Teacher Perspectives of Self-Efficacy, Philosophy, and Epistemology after an Introductory Early Childhood Education Course.

Degree: 2019, University of North Texas

 Today's early childhood programs are required to have high-quality inclusive classrooms that serve preschool children with disabilities and diverse needs employed by highly-qualified early childhood… (more)

Subjects/Keywords: pre-service teachers; inclusive early childhood education; teacher self-efficacy; pre-service teacher philosophy of education and epistemological perspectives

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APA (6th Edition):

Taylor, D. S. (2019). Pre-Service Teacher Perspectives of Self-Efficacy, Philosophy, and Epistemology after an Introductory Early Childhood Education Course. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1538759/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Taylor, Darla Sue. “Pre-Service Teacher Perspectives of Self-Efficacy, Philosophy, and Epistemology after an Introductory Early Childhood Education Course.” 2019. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538759/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Taylor, Darla Sue. “Pre-Service Teacher Perspectives of Self-Efficacy, Philosophy, and Epistemology after an Introductory Early Childhood Education Course.” 2019. Web. 21 Oct 2019.

Vancouver:

Taylor DS. Pre-Service Teacher Perspectives of Self-Efficacy, Philosophy, and Epistemology after an Introductory Early Childhood Education Course. [Internet] [Thesis]. University of North Texas; 2019. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538759/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Taylor DS. Pre-Service Teacher Perspectives of Self-Efficacy, Philosophy, and Epistemology after an Introductory Early Childhood Education Course. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538759/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

18. Hovey, Katrina A. University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention.

Degree: 2016, University of North Texas

 Pre-service teachers are entering the field as novice practitioners with concerns regarding their ability to confidently and effectively implement key components of response to intervention… (more)

Subjects/Keywords: Teacher preparation; Response to Intervention; RTI

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APA (6th Edition):

Hovey, K. A. (2016). University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955015/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hovey, Katrina A. “University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention.” 2016. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc955015/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hovey, Katrina A. “University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention.” 2016. Web. 21 Oct 2019.

Vancouver:

Hovey KA. University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955015/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hovey KA. University Coursework and Field Experiences: Pre-Service Teachers' Perceptions and Experiences with Key Components of Response to Intervention. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955015/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

19. Cowan, Angela K. Special Education Teachers Self-Reported Use of Evidence-Based Practices for Students with Autism in Texas Public Schools.

Degree: 2016, University of North Texas

 Currently there is extensive literature on evidence-based practices (EBP) for students with autism spectrum disorder (ASD). However, there is limited research on whether or not… (more)

Subjects/Keywords: evidence-based practices; autism spectrum disorder; special educators; self-reported implementation; autism training

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APA (6th Edition):

Cowan, A. K. (2016). Special Education Teachers Self-Reported Use of Evidence-Based Practices for Students with Autism in Texas Public Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955016/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cowan, Angela K. “Special Education Teachers Self-Reported Use of Evidence-Based Practices for Students with Autism in Texas Public Schools.” 2016. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc955016/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cowan, Angela K. “Special Education Teachers Self-Reported Use of Evidence-Based Practices for Students with Autism in Texas Public Schools.” 2016. Web. 21 Oct 2019.

Vancouver:

Cowan AK. Special Education Teachers Self-Reported Use of Evidence-Based Practices for Students with Autism in Texas Public Schools. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955016/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cowan AK. Special Education Teachers Self-Reported Use of Evidence-Based Practices for Students with Autism in Texas Public Schools. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955016/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

20. Thompson, Pauline A. Becoming Successful in Education: Beating the Odds, Despite a Background Entrenched in Poverty.

Degree: 2017, University of North Texas

 The purpose of this study was to investigate the impact of three relationships on academic achievement in mathematics in students of poverty. The three factors… (more)

Subjects/Keywords: Poverty

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APA (6th Edition):

Thompson, P. A. (2017). Becoming Successful in Education: Beating the Odds, Despite a Background Entrenched in Poverty. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984255/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Thompson, Pauline A. “Becoming Successful in Education: Beating the Odds, Despite a Background Entrenched in Poverty.” 2017. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc984255/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Thompson, Pauline A. “Becoming Successful in Education: Beating the Odds, Despite a Background Entrenched in Poverty.” 2017. Web. 21 Oct 2019.

Vancouver:

Thompson PA. Becoming Successful in Education: Beating the Odds, Despite a Background Entrenched in Poverty. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984255/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Thompson PA. Becoming Successful in Education: Beating the Odds, Despite a Background Entrenched in Poverty. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984255/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

21. Chen, Cristina Rodriguez. Culturally Competent Evaluations.

Degree: 2017, University of North Texas

 Significant growth in the number of English language learners (ELLs) in U.S. schools is anticipated to continue, demanding that educators and evaluators have the skills… (more)

Subjects/Keywords: culturally and linguistically diverse learners, teacher self-efficacy, special education, culturally relevant practices, English language learners; Education, Special; Education, Bilingual and Multicultural

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APA (6th Edition):

Chen, C. R. (2017). Culturally Competent Evaluations. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc984176/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chen, Cristina Rodriguez. “Culturally Competent Evaluations.” 2017. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc984176/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chen, Cristina Rodriguez. “Culturally Competent Evaluations.” 2017. Web. 21 Oct 2019.

Vancouver:

Chen CR. Culturally Competent Evaluations. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc984176/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chen CR. Culturally Competent Evaluations. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc984176/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

22. Jefferson, Sean G. Developing a Self-Respect Instrument to Distinguish Self-Respect from Self-Esteem.

Degree: 2017, University of North Texas

 Throughout the scientific literature, researchers have referred to self-respect and self-esteem as being the same construct. However, the present study advocated that they exist as… (more)

Subjects/Keywords: self-respect; self-respect instrument; self-esteem; exploratory factor analysis; confirmatory factor analysis; Psychology, Behavioral; Psychology, Social

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APA (6th Edition):

Jefferson, S. G. (2017). Developing a Self-Respect Instrument to Distinguish Self-Respect from Self-Esteem. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011788/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jefferson, Sean G. “Developing a Self-Respect Instrument to Distinguish Self-Respect from Self-Esteem.” 2017. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc1011788/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jefferson, Sean G. “Developing a Self-Respect Instrument to Distinguish Self-Respect from Self-Esteem.” 2017. Web. 21 Oct 2019.

Vancouver:

Jefferson SG. Developing a Self-Respect Instrument to Distinguish Self-Respect from Self-Esteem. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011788/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jefferson SG. Developing a Self-Respect Instrument to Distinguish Self-Respect from Self-Esteem. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011788/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

23. Kherais, Walaa. Saudi Mothers' Perspectives on the Influence of Acculturation on their Childrearing Beliefs and Behaviors of their Children.

Degree: 2017, University of North Texas

 There are a considerable number of Saudi Arabian students who attend U.S. schools. To date, no published studies exist that relate to the Saudi Arabian… (more)

Subjects/Keywords: Emotional Behavioral Disorders; Saudi Mothers; Childrearing; Saudi Sojourners; Parenting; Acculturation; Special Education; Education, Special

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APA (6th Edition):

Kherais, W. (2017). Saudi Mothers' Perspectives on the Influence of Acculturation on their Childrearing Beliefs and Behaviors of their Children. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011803/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kherais, Walaa. “Saudi Mothers' Perspectives on the Influence of Acculturation on their Childrearing Beliefs and Behaviors of their Children.” 2017. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc1011803/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kherais, Walaa. “Saudi Mothers' Perspectives on the Influence of Acculturation on their Childrearing Beliefs and Behaviors of their Children.” 2017. Web. 21 Oct 2019.

Vancouver:

Kherais W. Saudi Mothers' Perspectives on the Influence of Acculturation on their Childrearing Beliefs and Behaviors of their Children. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011803/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kherais W. Saudi Mothers' Perspectives on the Influence of Acculturation on their Childrearing Beliefs and Behaviors of their Children. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011803/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

24. Dean, Latoya Lavan. Service Provisions for Youth with Emotional and Behavioral Disorders.

Degree: 2012, University of North Texas

 Youth with emotional or behavioral disorders (EBD) have poorer outcomes compared to their peers with and without disabilities. As a result, the federal government has… (more)

Subjects/Keywords: Transition services; youth with EBD; paid employment; post secondary services

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APA (6th Edition):

Dean, L. L. (2012). Service Provisions for Youth with Emotional and Behavioral Disorders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149580/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dean, Latoya Lavan. “Service Provisions for Youth with Emotional and Behavioral Disorders.” 2012. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc149580/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dean, Latoya Lavan. “Service Provisions for Youth with Emotional and Behavioral Disorders.” 2012. Web. 21 Oct 2019.

Vancouver:

Dean LL. Service Provisions for Youth with Emotional and Behavioral Disorders. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149580/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dean LL. Service Provisions for Youth with Emotional and Behavioral Disorders. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149580/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

25. Lee, Yu-Wen Grace. Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders.

Degree: 2012, University of North Texas

 The present study examined variables affecting teachers’ perceptions of inclusionary practices for students with emotional and behavioral disorders (E/BD) in three areas: inclusion of students… (more)

Subjects/Keywords: Perception; inclusion; emotional and behavioral disorders

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APA (6th Edition):

Lee, Y. G. (2012). Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149629/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lee, Yu-Wen Grace. “Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders.” 2012. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc149629/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lee, Yu-Wen Grace. “Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders.” 2012. Web. 21 Oct 2019.

Vancouver:

Lee YG. Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149629/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lee YG. Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149629/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

26. Collins, Emerald R. Examination of Contributing Factors for Successful Postsecondary Transitions to Institutions of Higher Education for Youth with High-incidence Disabilities.

Degree: 2013, University of North Texas

 Transitions are a natural part of life. Youth grow and develop physically, socially, psychologically, and intellectually during primary and secondary school years. The transition from… (more)

Subjects/Keywords: Postsecondary; transitions; disabilities

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APA (6th Edition):

Collins, E. R. (2013). Examination of Contributing Factors for Successful Postsecondary Transitions to Institutions of Higher Education for Youth with High-incidence Disabilities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500112/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Collins, Emerald R. “Examination of Contributing Factors for Successful Postsecondary Transitions to Institutions of Higher Education for Youth with High-incidence Disabilities.” 2013. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc500112/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Collins, Emerald R. “Examination of Contributing Factors for Successful Postsecondary Transitions to Institutions of Higher Education for Youth with High-incidence Disabilities.” 2013. Web. 21 Oct 2019.

Vancouver:

Collins ER. Examination of Contributing Factors for Successful Postsecondary Transitions to Institutions of Higher Education for Youth with High-incidence Disabilities. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500112/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Collins ER. Examination of Contributing Factors for Successful Postsecondary Transitions to Institutions of Higher Education for Youth with High-incidence Disabilities. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500112/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

27. Nichols, Susan Marie. The Effect of Naturalistic Behavior Strategies on the Quality of Social Interactions for Children with Autism.

Degree: 2012, University of North Texas

 Autism is primarily a social disorder and deficits in social?orienting may be responsible for the failure of children with autism to initiate critical social behaviors.… (more)

Subjects/Keywords: Autism; naturalistic behavior strategies; applied behavior analysis; quality of social interactions; vocal mands

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

APA (6th Edition):

Nichols, S. M. (2012). The Effect of Naturalistic Behavior Strategies on the Quality of Social Interactions for Children with Autism. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149644/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Nichols, Susan Marie. “The Effect of Naturalistic Behavior Strategies on the Quality of Social Interactions for Children with Autism.” 2012. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc149644/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Nichols, Susan Marie. “The Effect of Naturalistic Behavior Strategies on the Quality of Social Interactions for Children with Autism.” 2012. Web. 21 Oct 2019.

Vancouver:

Nichols SM. The Effect of Naturalistic Behavior Strategies on the Quality of Social Interactions for Children with Autism. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149644/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Nichols SM. The Effect of Naturalistic Behavior Strategies on the Quality of Social Interactions for Children with Autism. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149644/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

28. Crone, Regina M. Comparing the Effects of Home Versus Clinic-Based Parent Training for Children with Autism.

Degree: 2010, University of North Texas

 Research with parents on managing child problem behavior typically measures either child or parent behavior. This study was designed to evaluate the effectiveness of training… (more)

Subjects/Keywords: Autism; parent training; generalimation; Parents of autistic children.; Parenting  – Study and teaching.

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

APA (6th Edition):

Crone, R. M. (2010). Comparing the Effects of Home Versus Clinic-Based Parent Training for Children with Autism. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28408/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Crone, Regina M. “Comparing the Effects of Home Versus Clinic-Based Parent Training for Children with Autism.” 2010. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc28408/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Crone, Regina M. “Comparing the Effects of Home Versus Clinic-Based Parent Training for Children with Autism.” 2010. Web. 21 Oct 2019.

Vancouver:

Crone RM. Comparing the Effects of Home Versus Clinic-Based Parent Training for Children with Autism. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28408/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Crone RM. Comparing the Effects of Home Versus Clinic-Based Parent Training for Children with Autism. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28408/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

29. Hathcote, Andrea Raye Dubre. Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions.

Degree: 2010, University of North Texas

 Implementation of evidence-based practices in Texas schools was examined through a survey disseminated through 495 special education directors in 20 state educational service centers. The… (more)

Subjects/Keywords: Emotional/behavioral disorders; programming; interventions; evidenced-based practices; Problem children  – Education  – Texas.; Students with disabilities  – Education  – Texas.; Special education  – Texas.; Behavior disorders in children  – Treatment  – Texas.; Adjustment disorders in children  – Treatment  – Texas.

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

APA (6th Edition):

Hathcote, A. R. D. (2010). Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc30462/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hathcote, Andrea Raye Dubre. “Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions.” 2010. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc30462/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hathcote, Andrea Raye Dubre. “Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions.” 2010. Web. 21 Oct 2019.

Vancouver:

Hathcote ARD. Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc30462/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hathcote ARD. Programming for Students with Emotional/Behavioral Disorders: The Importance, Usage and Preparedness for Implementation of Evidence-Based Interventions Based on Practitioner Perceptions. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc30462/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

30. Hughes, Heather L. Knowledge and Training in Autism Spectrum Disorders Among Special Education Administrators.

Degree: 2010, University of North Texas

 A significant rise in the number of students with autism spectrum disorders (ASD) served in today's schools requires special education administrators to possess knowledge in… (more)

Subjects/Keywords: Autism; training; administrators; Special education educators.; Autism spectrum disorders.

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

APA (6th Edition):

Hughes, H. L. (2010). Knowledge and Training in Autism Spectrum Disorders Among Special Education Administrators. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33169/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hughes, Heather L. “Knowledge and Training in Autism Spectrum Disorders Among Special Education Administrators.” 2010. Thesis, University of North Texas. Accessed October 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc33169/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hughes, Heather L. “Knowledge and Training in Autism Spectrum Disorders Among Special Education Administrators.” 2010. Web. 21 Oct 2019.

Vancouver:

Hughes HL. Knowledge and Training in Autism Spectrum Disorders Among Special Education Administrators. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Oct 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33169/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hughes HL. Knowledge and Training in Autism Spectrum Disorders Among Special Education Administrators. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33169/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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