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You searched for +publisher:"University of Southern Mississippi" +contributor:("Brad A Dufrene"). Showing records 1 – 7 of 7 total matches.

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University of Southern Mississippi

1. Lum, John Dylan Ken. The Effects of Tootling on Disruptive and Academic Behaviors in High School.

Degree: MA, Psychology, 2015, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/114 

►  Considered the opposite of tattling, tootling is a procedure where students report their classmates’ positive behavior instead of inappropriate behavior. This study examined the… (more)

Subjects/Keywords: tootling; high school; classroom; behavior; intervention; group contingency; Child Psychology; Psychology; School Psychology

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

APA (6th Edition):

Lum, J. D. K. (2015). The Effects of Tootling on Disruptive and Academic Behaviors in High School. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/114

Chicago Manual of Style (16th Edition):

Lum, John Dylan Ken. “The Effects of Tootling on Disruptive and Academic Behaviors in High School.” 2015. Masters Thesis, University of Southern Mississippi. Accessed January 20, 2021. https://aquila.usm.edu/masters_theses/114.

MLA Handbook (7th Edition):

Lum, John Dylan Ken. “The Effects of Tootling on Disruptive and Academic Behaviors in High School.” 2015. Web. 20 Jan 2021.

Vancouver:

Lum JDK. The Effects of Tootling on Disruptive and Academic Behaviors in High School. [Internet] [Masters thesis]. University of Southern Mississippi; 2015. [cited 2021 Jan 20]. Available from: https://aquila.usm.edu/masters_theses/114.

Council of Science Editors:

Lum JDK. The Effects of Tootling on Disruptive and Academic Behaviors in High School. [Masters Thesis]. University of Southern Mississippi; 2015. Available from: https://aquila.usm.edu/masters_theses/114


University of Southern Mississippi

2. Pasqua, Jamie. Evaluating the Independent Group Contingency: “Mystery Student” on Improving Behaviors in Head Start Classrooms.

Degree: MA, Psychology, 2016, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/270 

►  An increasing number of preschool children exhibit challenging behavior in the classroom. Head Start children are particularly at risk for emotional and behavioral disorders… (more)

Subjects/Keywords: Preschool; group contingency; Positive behavior intervention; Applied Behavior Analysis; Child Psychology; School Psychology

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

APA (6th Edition):

Pasqua, J. (2016). Evaluating the Independent Group Contingency: “Mystery Student” on Improving Behaviors in Head Start Classrooms. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/270

Chicago Manual of Style (16th Edition):

Pasqua, Jamie. “Evaluating the Independent Group Contingency: “Mystery Student” on Improving Behaviors in Head Start Classrooms.” 2016. Masters Thesis, University of Southern Mississippi. Accessed January 20, 2021. https://aquila.usm.edu/masters_theses/270.

MLA Handbook (7th Edition):

Pasqua, Jamie. “Evaluating the Independent Group Contingency: “Mystery Student” on Improving Behaviors in Head Start Classrooms.” 2016. Web. 20 Jan 2021.

Vancouver:

Pasqua J. Evaluating the Independent Group Contingency: “Mystery Student” on Improving Behaviors in Head Start Classrooms. [Internet] [Masters thesis]. University of Southern Mississippi; 2016. [cited 2021 Jan 20]. Available from: https://aquila.usm.edu/masters_theses/270.

Council of Science Editors:

Pasqua J. Evaluating the Independent Group Contingency: “Mystery Student” on Improving Behaviors in Head Start Classrooms. [Masters Thesis]. University of Southern Mississippi; 2016. Available from: https://aquila.usm.edu/masters_theses/270


University of Southern Mississippi

3. Bellone, Katherine Marie. A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers.

Degree: MA, Psychology, 2011, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/223 

►  Problem behaviors occur frequently among preschool children in classrooms, impeding academic development. Past methods employed for development of behavioral interventions include functional assessment and… (more)

Subjects/Keywords: Child Psychology; Psychology; School Psychology

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APA (6th Edition):

Bellone, K. M. (2011). A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/223

Chicago Manual of Style (16th Edition):

Bellone, Katherine Marie. “A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers.” 2011. Masters Thesis, University of Southern Mississippi. Accessed January 20, 2021. https://aquila.usm.edu/masters_theses/223.

MLA Handbook (7th Edition):

Bellone, Katherine Marie. “A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers.” 2011. Web. 20 Jan 2021.

Vancouver:

Bellone KM. A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers. [Internet] [Masters thesis]. University of Southern Mississippi; 2011. [cited 2021 Jan 20]. Available from: https://aquila.usm.edu/masters_theses/223.

Council of Science Editors:

Bellone KM. A Comparison of the Effects of a Function-Based Intervention to a Non-Function-Based Intervention to Address Problem Behaviors in Preschoolers. [Masters Thesis]. University of Southern Mississippi; 2011. Available from: https://aquila.usm.edu/masters_theses/223


University of Southern Mississippi

4. Helbig, Kate A. Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD.

Degree: MA, Psychology, 2017, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/301 

►  Attention Deficit/Hyperactivity Disorder (ADHD) is characterized by impairment in functioning due to inattention, hyperactivity, or impulsivity, as well as difficulties in school with social… (more)

Subjects/Keywords: ADHD; peer-mediated; behavioral interventions; middle school; function-based intervention; School Psychology

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

APA (6th Edition):

Helbig, K. A. (2017). Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/301

Chicago Manual of Style (16th Edition):

Helbig, Kate A. “Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD.” 2017. Masters Thesis, University of Southern Mississippi. Accessed January 20, 2021. https://aquila.usm.edu/masters_theses/301.

MLA Handbook (7th Edition):

Helbig, Kate A. “Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD.” 2017. Web. 20 Jan 2021.

Vancouver:

Helbig KA. Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD. [Internet] [Masters thesis]. University of Southern Mississippi; 2017. [cited 2021 Jan 20]. Available from: https://aquila.usm.edu/masters_theses/301.

Council of Science Editors:

Helbig KA. Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD. [Masters Thesis]. University of Southern Mississippi; 2017. Available from: https://aquila.usm.edu/masters_theses/301


University of Southern Mississippi

5. Miller, Leila Mullooly. The Effects of Check In/Check Out on Levels of Problem Behavior and Academic Engagement in Elementary School Students.

Degree: MA, Psychology, 2011, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/229 

►  Previous studies have largely evaluated the effects of check in/ check out (CICO) using office discipline referrals (ODRs). However, ODRs are not always reliable… (more)

Subjects/Keywords: Child Psychology; Counseling Psychology; Developmental Psychology; Educational Psychology; Psychology

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

APA (6th Edition):

Miller, L. M. (2011). The Effects of Check In/Check Out on Levels of Problem Behavior and Academic Engagement in Elementary School Students. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/229

Chicago Manual of Style (16th Edition):

Miller, Leila Mullooly. “The Effects of Check In/Check Out on Levels of Problem Behavior and Academic Engagement in Elementary School Students.” 2011. Masters Thesis, University of Southern Mississippi. Accessed January 20, 2021. https://aquila.usm.edu/masters_theses/229.

MLA Handbook (7th Edition):

Miller, Leila Mullooly. “The Effects of Check In/Check Out on Levels of Problem Behavior and Academic Engagement in Elementary School Students.” 2011. Web. 20 Jan 2021.

Vancouver:

Miller LM. The Effects of Check In/Check Out on Levels of Problem Behavior and Academic Engagement in Elementary School Students. [Internet] [Masters thesis]. University of Southern Mississippi; 2011. [cited 2021 Jan 20]. Available from: https://aquila.usm.edu/masters_theses/229.

Council of Science Editors:

Miller LM. The Effects of Check In/Check Out on Levels of Problem Behavior and Academic Engagement in Elementary School Students. [Masters Thesis]. University of Southern Mississippi; 2011. Available from: https://aquila.usm.edu/masters_theses/229


University of Southern Mississippi

6. Eaves, Ashleigh E. Evaluating the Effects of an Independent versus Interdependent Reinforcement Contingency on Teachers' Use of Behavior Specific Praise.

Degree: MA, Psychology, 2018, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/354 

►  The present study sought to evaluate the effects of two reinforcement contingencies on the use of behavior specific praise in the classroom setting. An… (more)

Subjects/Keywords: behavior specific praise; group contingency; teacher reinforcement

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

APA (6th Edition):

Eaves, A. E. (2018). Evaluating the Effects of an Independent versus Interdependent Reinforcement Contingency on Teachers' Use of Behavior Specific Praise. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/354

Chicago Manual of Style (16th Edition):

Eaves, Ashleigh E. “Evaluating the Effects of an Independent versus Interdependent Reinforcement Contingency on Teachers' Use of Behavior Specific Praise.” 2018. Masters Thesis, University of Southern Mississippi. Accessed January 20, 2021. https://aquila.usm.edu/masters_theses/354.

MLA Handbook (7th Edition):

Eaves, Ashleigh E. “Evaluating the Effects of an Independent versus Interdependent Reinforcement Contingency on Teachers' Use of Behavior Specific Praise.” 2018. Web. 20 Jan 2021.

Vancouver:

Eaves AE. Evaluating the Effects of an Independent versus Interdependent Reinforcement Contingency on Teachers' Use of Behavior Specific Praise. [Internet] [Masters thesis]. University of Southern Mississippi; 2018. [cited 2021 Jan 20]. Available from: https://aquila.usm.edu/masters_theses/354.

Council of Science Editors:

Eaves AE. Evaluating the Effects of an Independent versus Interdependent Reinforcement Contingency on Teachers' Use of Behavior Specific Praise. [Masters Thesis]. University of Southern Mississippi; 2018. Available from: https://aquila.usm.edu/masters_theses/354


University of Southern Mississippi

7. Wright, Sarah Joan. The Effects of Tootling Combined with Public Posting in High School Classrooms.

Degree: MA, Psychology, 2016, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/255 

►  A traditional tootling procedure was implemented along with a public posting component to determine the effects on academically engaged, disruptive, and passive off task… (more)

Subjects/Keywords: high school; behavior intervention; tootling; public posting; classroom intervention; Educational Psychology; School Psychology

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

APA (6th Edition):

Wright, S. J. (2016). The Effects of Tootling Combined with Public Posting in High School Classrooms. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/255

Chicago Manual of Style (16th Edition):

Wright, Sarah Joan. “The Effects of Tootling Combined with Public Posting in High School Classrooms.” 2016. Masters Thesis, University of Southern Mississippi. Accessed January 20, 2021. https://aquila.usm.edu/masters_theses/255.

MLA Handbook (7th Edition):

Wright, Sarah Joan. “The Effects of Tootling Combined with Public Posting in High School Classrooms.” 2016. Web. 20 Jan 2021.

Vancouver:

Wright SJ. The Effects of Tootling Combined with Public Posting in High School Classrooms. [Internet] [Masters thesis]. University of Southern Mississippi; 2016. [cited 2021 Jan 20]. Available from: https://aquila.usm.edu/masters_theses/255.

Council of Science Editors:

Wright SJ. The Effects of Tootling Combined with Public Posting in High School Classrooms. [Masters Thesis]. University of Southern Mississippi; 2016. Available from: https://aquila.usm.edu/masters_theses/255

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