+publisher:"University of Southern Mississippi" +contributor:("Brad Dufrene")

University of Southern Mississippi

1. Ford, William Blake. Reducing Disruptive Behavior in High School: The Good Behavior Game.

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

URL: https://aquila.usm.edu/masters_theses/91

► Disruptive behavior in the classroom setting negatively impacts the learning process in various ways, interfering with the educational process of individual students, the teacher,… (more)

Subjects/Keywords: Good Behavior Game; Group Contingency; Secondary Schools; SW-PBIS; School Psychology

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APA (6^th Edition):

Ford, W. B. (2015). Reducing Disruptive Behavior in High School: The Good Behavior Game. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/91

Chicago Manual of Style (16^th Edition):

Ford, William Blake. “Reducing Disruptive Behavior in High School: The Good Behavior Game.” 2015. Masters Thesis, University of Southern Mississippi. Accessed January 18, 2021. https://aquila.usm.edu/masters_theses/91.

MLA Handbook (7^th Edition):

Ford, William Blake. “Reducing Disruptive Behavior in High School: The Good Behavior Game.” 2015. Web. 18 Jan 2021.

Vancouver:

Ford WB. Reducing Disruptive Behavior in High School: The Good Behavior Game. [Internet] [Masters thesis]. University of Southern Mississippi; 2015. [cited 2021 Jan 18]. Available from: https://aquila.usm.edu/masters_theses/91.

Council of Science Editors:

Ford WB. Reducing Disruptive Behavior in High School: The Good Behavior Game. [Masters Thesis]. University of Southern Mississippi; 2015. Available from: https://aquila.usm.edu/masters_theses/91

University of Southern Mississippi

2. Lown, Elizabeth. The Effects of Real-Time Visual Performance Feedback Using a Tier Approach for Increasing Behavior Specific Praise on Teachers.

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

URL: https://aquila.usm.edu/masters_theses/594

► A number of studies have found behavior specific praise to be effective in increasing academically engaged behaviors and decreasing disruptive behaviors of students. The… (more)

Subjects/Keywords: Increasing Behavior Specific Praise in Head Start; Child Psychology; School Psychology

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APA (6^th Edition):

Lown, E. (2017). The Effects of Real-Time Visual Performance Feedback Using a Tier Approach for Increasing Behavior Specific Praise on Teachers. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/594

Chicago Manual of Style (16^th Edition):

Lown, Elizabeth. “The Effects of Real-Time Visual Performance Feedback Using a Tier Approach for Increasing Behavior Specific Praise on Teachers.” 2017. Masters Thesis, University of Southern Mississippi. Accessed January 18, 2021. https://aquila.usm.edu/masters_theses/594.

MLA Handbook (7^th Edition):

Lown, Elizabeth. “The Effects of Real-Time Visual Performance Feedback Using a Tier Approach for Increasing Behavior Specific Praise on Teachers.” 2017. Web. 18 Jan 2021.

Vancouver:

Lown E. The Effects of Real-Time Visual Performance Feedback Using a Tier Approach for Increasing Behavior Specific Praise on Teachers. [Internet] [Masters thesis]. University of Southern Mississippi; 2017. [cited 2021 Jan 18]. Available from: https://aquila.usm.edu/masters_theses/594.

Council of Science Editors:

Lown E. The Effects of Real-Time Visual Performance Feedback Using a Tier Approach for Increasing Behavior Specific Praise on Teachers. [Masters Thesis]. University of Southern Mississippi; 2017. Available from: https://aquila.usm.edu/masters_theses/594

University of Southern Mississippi

3. Maldonado, Aimee. The Effects of Check-In/Check-Out and Check-In/Check-Out in Combination With Social Skills Training for Students Who Exhibit Disruptive Classroom Behavior.

Degree: MA, Psychology, 2012, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/414

► The purpose was to investigate the additive effects of Social Skills Training (SST) to Check-in/Check-out (CICO) on academic engagement of students. Participants were 3… (more)

Subjects/Keywords: Psychology; School Psychology; Social and Behavioral Sciences

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APA (6^th Edition):

Maldonado, A. (2012). The Effects of Check-In/Check-Out and Check-In/Check-Out in Combination With Social Skills Training for Students Who Exhibit Disruptive Classroom Behavior. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/414

Chicago Manual of Style (16^th Edition):

Maldonado, Aimee. “The Effects of Check-In/Check-Out and Check-In/Check-Out in Combination With Social Skills Training for Students Who Exhibit Disruptive Classroom Behavior.” 2012. Masters Thesis, University of Southern Mississippi. Accessed January 18, 2021. https://aquila.usm.edu/masters_theses/414.

MLA Handbook (7^th Edition):

Maldonado, Aimee. “The Effects of Check-In/Check-Out and Check-In/Check-Out in Combination With Social Skills Training for Students Who Exhibit Disruptive Classroom Behavior.” 2012. Web. 18 Jan 2021.

Vancouver:

Maldonado A. The Effects of Check-In/Check-Out and Check-In/Check-Out in Combination With Social Skills Training for Students Who Exhibit Disruptive Classroom Behavior. [Internet] [Masters thesis]. University of Southern Mississippi; 2012. [cited 2021 Jan 18]. Available from: https://aquila.usm.edu/masters_theses/414.

Council of Science Editors:

Maldonado A. The Effects of Check-In/Check-Out and Check-In/Check-Out in Combination With Social Skills Training for Students Who Exhibit Disruptive Classroom Behavior. [Masters Thesis]. University of Southern Mississippi; 2012. Available from: https://aquila.usm.edu/masters_theses/414

University of Southern Mississippi

4. Wimberly, Joy Kathleen. Generalization of Teachers' Use of Effective Instruction Delivery Following In Situ Training.

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

URL: https://aquila.usm.edu/masters_theses/269

► The efficacy of in situ training for increasing Head Start teachers’ use of effective instruction delivery in Head Start classrooms while evaluating concomitant increases… (more)

Subjects/Keywords: behavioral consultation; problem solving consultation; effective instruction delivery; compliance; preschool; Applied Behavior Analysis; Child Psychology; Educational Psychology; School Psychology

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APA (6^th Edition):

Wimberly, J. K. (2016). Generalization of Teachers' Use of Effective Instruction Delivery Following In Situ Training. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/269

Chicago Manual of Style (16^th Edition):

Wimberly, Joy Kathleen. “Generalization of Teachers' Use of Effective Instruction Delivery Following In Situ Training.” 2016. Masters Thesis, University of Southern Mississippi. Accessed January 18, 2021. https://aquila.usm.edu/masters_theses/269.

MLA Handbook (7^th Edition):

Wimberly, Joy Kathleen. “Generalization of Teachers' Use of Effective Instruction Delivery Following In Situ Training.” 2016. Web. 18 Jan 2021.

Vancouver:

Wimberly JK. Generalization of Teachers' Use of Effective Instruction Delivery Following In Situ Training. [Internet] [Masters thesis]. University of Southern Mississippi; 2016. [cited 2021 Jan 18]. Available from: https://aquila.usm.edu/masters_theses/269.

Council of Science Editors:

Wimberly JK. Generalization of Teachers' Use of Effective Instruction Delivery Following In Situ Training. [Masters Thesis]. University of Southern Mississippi; 2016. Available from: https://aquila.usm.edu/masters_theses/269

University of Southern Mississippi

5. Schrieber, Stefanie. The Quiet Classroom Game with an Indiscriminable Contingency in a High School.

Degree: MA, 2019, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/656

► The Quiet Classroom Game (QCG) is an interdependent group contingency utilized to decrease classroom noise levels, increase student engagement, and decrease disruptive behaviors in… (more)

Subjects/Keywords: group contingencies; noise; behavior interventions; classroom interventions; disruptive behavior; decibel; School Psychology

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APA (6^th Edition):

Schrieber, S. (2019). The Quiet Classroom Game with an Indiscriminable Contingency in a High School. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/656

Chicago Manual of Style (16^th Edition):

Schrieber, Stefanie. “The Quiet Classroom Game with an Indiscriminable Contingency in a High School.” 2019. Masters Thesis, University of Southern Mississippi. Accessed January 18, 2021. https://aquila.usm.edu/masters_theses/656.

MLA Handbook (7^th Edition):

Schrieber, Stefanie. “The Quiet Classroom Game with an Indiscriminable Contingency in a High School.” 2019. Web. 18 Jan 2021.

Vancouver:

Schrieber S. The Quiet Classroom Game with an Indiscriminable Contingency in a High School. [Internet] [Masters thesis]. University of Southern Mississippi; 2019. [cited 2021 Jan 18]. Available from: https://aquila.usm.edu/masters_theses/656.

Council of Science Editors:

Schrieber S. The Quiet Classroom Game with an Indiscriminable Contingency in a High School. [Masters Thesis]. University of Southern Mississippi; 2019. Available from: https://aquila.usm.edu/masters_theses/656

University of Southern Mississippi

6. Halphen, Jonna Lea. The Effects of DRO and DRA for Increasing Academic Engagement and Decreasing Disruptive Behavior of Elementary Students in General Education Classrooms.

Degree: MA, Psychology, 2012, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/507

► The research literature suggests that functional assessment and differential reinforcement methods are effective for decreasing an array of problem behaviors. However, research is limited… (more)

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APA (6^th Edition):

Halphen, J. L. (2012). The Effects of DRO and DRA for Increasing Academic Engagement and Decreasing Disruptive Behavior of Elementary Students in General Education Classrooms. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/507

Chicago Manual of Style (16^th Edition):

Halphen, Jonna Lea. “The Effects of DRO and DRA for Increasing Academic Engagement and Decreasing Disruptive Behavior of Elementary Students in General Education Classrooms.” 2012. Masters Thesis, University of Southern Mississippi. Accessed January 18, 2021. https://aquila.usm.edu/masters_theses/507.

MLA Handbook (7^th Edition):

Halphen, Jonna Lea. “The Effects of DRO and DRA for Increasing Academic Engagement and Decreasing Disruptive Behavior of Elementary Students in General Education Classrooms.” 2012. Web. 18 Jan 2021.

Vancouver:

Halphen JL. The Effects of DRO and DRA for Increasing Academic Engagement and Decreasing Disruptive Behavior of Elementary Students in General Education Classrooms. [Internet] [Masters thesis]. University of Southern Mississippi; 2012. [cited 2021 Jan 18]. Available from: https://aquila.usm.edu/masters_theses/507.

Council of Science Editors:

Halphen JL. The Effects of DRO and DRA for Increasing Academic Engagement and Decreasing Disruptive Behavior of Elementary Students in General Education Classrooms. [Masters Thesis]. University of Southern Mississippi; 2012. Available from: https://aquila.usm.edu/masters_theses/507

University of Southern Mississippi

7. Murphy, Ashley. Comparing The Relative Effectiveness Of Function-Based Antecedent And Reinforcement Interventions For Increasing Preschoolers’ Appropriate Behavior.

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

URL: https://aquila.usm.edu/masters_theses/360

► The current study extended current literature regarding using brief functional analysis methodologies to inform function-based intervention for increasing preschool students’ academically engaged behavior. Teachers… (more)

Subjects/Keywords: Preschool; functional analysis; DRA; NCR; School Psychology

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APA (6^th Edition):

Murphy, A. (2018). Comparing The Relative Effectiveness Of Function-Based Antecedent And Reinforcement Interventions For Increasing Preschoolers’ Appropriate Behavior. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/360

Chicago Manual of Style (16^th Edition):

Murphy, Ashley. “Comparing The Relative Effectiveness Of Function-Based Antecedent And Reinforcement Interventions For Increasing Preschoolers’ Appropriate Behavior.” 2018. Masters Thesis, University of Southern Mississippi. Accessed January 18, 2021. https://aquila.usm.edu/masters_theses/360.

MLA Handbook (7^th Edition):

Murphy, Ashley. “Comparing The Relative Effectiveness Of Function-Based Antecedent And Reinforcement Interventions For Increasing Preschoolers’ Appropriate Behavior.” 2018. Web. 18 Jan 2021.

Vancouver:

Murphy A. Comparing The Relative Effectiveness Of Function-Based Antecedent And Reinforcement Interventions For Increasing Preschoolers’ Appropriate Behavior. [Internet] [Masters thesis]. University of Southern Mississippi; 2018. [cited 2021 Jan 18]. Available from: https://aquila.usm.edu/masters_theses/360.

Council of Science Editors:

Murphy A. Comparing The Relative Effectiveness Of Function-Based Antecedent And Reinforcement Interventions For Increasing Preschoolers’ Appropriate Behavior. [Masters Thesis]. University of Southern Mississippi; 2018. Available from: https://aquila.usm.edu/masters_theses/360

University of Southern Mississippi

8. Cavell, Hannah Jeanne. The Effects of Errorless Compliance Training Interventions on Compliance Behavior on Students in the Home and Generalization in the School Setting.

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

URL: https://aquila.usm.edu/masters_theses/181

► Errorless Compliance Training (ECT) is a procedure used to lessen disruptive behavior using a gradual and noncorecive approach. In this study, parents of three… (more)

Subjects/Keywords: Errorless Compliance Training; School Psychology

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APA (6^th Edition):

Cavell, H. J. (2016). The Effects of Errorless Compliance Training Interventions on Compliance Behavior on Students in the Home and Generalization in the School Setting. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/181

Chicago Manual of Style (16^th Edition):

Cavell, Hannah Jeanne. “The Effects of Errorless Compliance Training Interventions on Compliance Behavior on Students in the Home and Generalization in the School Setting.” 2016. Masters Thesis, University of Southern Mississippi. Accessed January 18, 2021. https://aquila.usm.edu/masters_theses/181.

MLA Handbook (7^th Edition):

Cavell, Hannah Jeanne. “The Effects of Errorless Compliance Training Interventions on Compliance Behavior on Students in the Home and Generalization in the School Setting.” 2016. Web. 18 Jan 2021.

Vancouver:

Cavell HJ. The Effects of Errorless Compliance Training Interventions on Compliance Behavior on Students in the Home and Generalization in the School Setting. [Internet] [Masters thesis]. University of Southern Mississippi; 2016. [cited 2021 Jan 18]. Available from: https://aquila.usm.edu/masters_theses/181.

Council of Science Editors:

Cavell HJ. The Effects of Errorless Compliance Training Interventions on Compliance Behavior on Students in the Home and Generalization in the School Setting. [Masters Thesis]. University of Southern Mississippi; 2016. Available from: https://aquila.usm.edu/masters_theses/181

University of Southern Mississippi

9. Collier, Adam Douglas. Zebrafish and Conditioned Place Preference: A Translational Model of Drug Reward.

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

URL: https://aquila.usm.edu/masters_theses/132

► Addiction and substance abuse commonly lead to negative outcomes such damaged health, domestic violence, child abuse, failure in school, and loss of employment. In… (more)

Subjects/Keywords: addiction; alcohol; caffeine; nicotine; zebrafish; conditioned place preference; Biological Psychology

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APA (6^th Edition):

Collier, A. D. (2015). Zebrafish and Conditioned Place Preference: A Translational Model of Drug Reward. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/132

Chicago Manual of Style (16^th Edition):

Collier, Adam Douglas. “Zebrafish and Conditioned Place Preference: A Translational Model of Drug Reward.” 2015. Masters Thesis, University of Southern Mississippi. Accessed January 18, 2021. https://aquila.usm.edu/masters_theses/132.

MLA Handbook (7^th Edition):

Collier, Adam Douglas. “Zebrafish and Conditioned Place Preference: A Translational Model of Drug Reward.” 2015. Web. 18 Jan 2021.

Vancouver:

Collier AD. Zebrafish and Conditioned Place Preference: A Translational Model of Drug Reward. [Internet] [Masters thesis]. University of Southern Mississippi; 2015. [cited 2021 Jan 18]. Available from: https://aquila.usm.edu/masters_theses/132.

Council of Science Editors:

Collier AD. Zebrafish and Conditioned Place Preference: A Translational Model of Drug Reward. [Masters Thesis]. University of Southern Mississippi; 2015. Available from: https://aquila.usm.edu/masters_theses/132

University of Southern Mississippi

10. McLemore, Chandler Erin. The Treatment Utility of Hypothesis-Driven Functional Analysis Methods for Students Whose Behavior is Elevated During Escape, Attention, or Escape-to-Attention Contingencies.

Degree: MA, Psychology, 2014, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/42

► Current research indicates that function-based treatments, based on functional analysis data can be effective for decreasing an array of problem behaviors. The vast majority… (more)

Subjects/Keywords: functional analysis; functional behavioral assessment; escape-to-attention; behavioral interventions; Applied Behavior Analysis; Psychology

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APA (6^th Edition):

McLemore, C. E. (2014). The Treatment Utility of Hypothesis-Driven Functional Analysis Methods for Students Whose Behavior is Elevated During Escape, Attention, or Escape-to-Attention Contingencies. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/42

Chicago Manual of Style (16^th Edition):

McLemore, Chandler Erin. “The Treatment Utility of Hypothesis-Driven Functional Analysis Methods for Students Whose Behavior is Elevated During Escape, Attention, or Escape-to-Attention Contingencies.” 2014. Masters Thesis, University of Southern Mississippi. Accessed January 18, 2021. https://aquila.usm.edu/masters_theses/42.

MLA Handbook (7^th Edition):

McLemore, Chandler Erin. “The Treatment Utility of Hypothesis-Driven Functional Analysis Methods for Students Whose Behavior is Elevated During Escape, Attention, or Escape-to-Attention Contingencies.” 2014. Web. 18 Jan 2021.

Vancouver:

McLemore CE. The Treatment Utility of Hypothesis-Driven Functional Analysis Methods for Students Whose Behavior is Elevated During Escape, Attention, or Escape-to-Attention Contingencies. [Internet] [Masters thesis]. University of Southern Mississippi; 2014. [cited 2021 Jan 18]. Available from: https://aquila.usm.edu/masters_theses/42.

Council of Science Editors:

McLemore CE. The Treatment Utility of Hypothesis-Driven Functional Analysis Methods for Students Whose Behavior is Elevated During Escape, Attention, or Escape-to-Attention Contingencies. [Masters Thesis]. University of Southern Mississippi; 2014. Available from: https://aquila.usm.edu/masters_theses/42

University of Southern Mississippi

11. LaBrot, Zachary C. A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom.

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

URL: https://aquila.usm.edu/masters_theses/140

► The purpose of this study was to determine the relative efficacy of non-contingent reinforcement (NCR) and differential reinforcement of other behavior (DRO) after behavioral… (more)

Subjects/Keywords: functional analysis; early childhood; behavioral intervention; Applied Behavior Analysis; School Psychology

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APA (6^th Edition):

LaBrot, Z. C. (2015). A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/140

Chicago Manual of Style (16^th Edition):

LaBrot, Zachary C. “A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom.” 2015. Masters Thesis, University of Southern Mississippi. Accessed January 18, 2021. https://aquila.usm.edu/masters_theses/140.

MLA Handbook (7^th Edition):

LaBrot, Zachary C. “A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom.” 2015. Web. 18 Jan 2021.

Vancouver:

LaBrot ZC. A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom. [Internet] [Masters thesis]. University of Southern Mississippi; 2015. [cited 2021 Jan 18]. Available from: https://aquila.usm.edu/masters_theses/140.

Council of Science Editors:

LaBrot ZC. A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom. [Masters Thesis]. University of Southern Mississippi; 2015. Available from: https://aquila.usm.edu/masters_theses/140

University of Southern Mississippi

12. Whipple, Heather Marie. Using Digital Performance Feedback to Increase Teacher Treatment Integrity.

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

URL: https://aquila.usm.edu/masters_theses/254

► In intervention research, assessing treatment integrity is important to establish functional control of the independent variable and make accurate decisions regarding treatment effectiveness. This… (more)

Subjects/Keywords: digital performance feedback; treatment integrity; Applied Behavior Analysis; Educational Psychology; Psychology; School Psychology

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APA (6^th Edition):

Whipple, H. M. (2016). Using Digital Performance Feedback to Increase Teacher Treatment Integrity. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/254

Chicago Manual of Style (16^th Edition):

Whipple, Heather Marie. “Using Digital Performance Feedback to Increase Teacher Treatment Integrity.” 2016. Masters Thesis, University of Southern Mississippi. Accessed January 18, 2021. https://aquila.usm.edu/masters_theses/254.

MLA Handbook (7^th Edition):

Whipple, Heather Marie. “Using Digital Performance Feedback to Increase Teacher Treatment Integrity.” 2016. Web. 18 Jan 2021.

Vancouver:

Whipple HM. Using Digital Performance Feedback to Increase Teacher Treatment Integrity. [Internet] [Masters thesis]. University of Southern Mississippi; 2016. [cited 2021 Jan 18]. Available from: https://aquila.usm.edu/masters_theses/254.

Council of Science Editors:

Whipple HM. Using Digital Performance Feedback to Increase Teacher Treatment Integrity. [Masters Thesis]. University of Southern Mississippi; 2016. Available from: https://aquila.usm.edu/masters_theses/254

University of Southern Mississippi

13. Menousek, Kathryn Marie. An Investigation of the Classroom Component of Positive Behavior Intervention and Support System on Appropriately Engaged Behavior.

Degree: MA, Psychology, 2010, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/581

► The purpose of the present study was to evaluate the effectiveness of the withinclass component of positive behavior support in the form of ticket… (more)

Subjects/Keywords: Psychology; Social and Behavioral Sciences

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APA (6^th Edition):

Menousek, K. M. (2010). An Investigation of the Classroom Component of Positive Behavior Intervention and Support System on Appropriately Engaged Behavior. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/581

Chicago Manual of Style (16^th Edition):

Menousek, Kathryn Marie. “An Investigation of the Classroom Component of Positive Behavior Intervention and Support System on Appropriately Engaged Behavior.” 2010. Masters Thesis, University of Southern Mississippi. Accessed January 18, 2021. https://aquila.usm.edu/masters_theses/581.

MLA Handbook (7^th Edition):

Menousek, Kathryn Marie. “An Investigation of the Classroom Component of Positive Behavior Intervention and Support System on Appropriately Engaged Behavior.” 2010. Web. 18 Jan 2021.

Vancouver:

Menousek KM. An Investigation of the Classroom Component of Positive Behavior Intervention and Support System on Appropriately Engaged Behavior. [Internet] [Masters thesis]. University of Southern Mississippi; 2010. [cited 2021 Jan 18]. Available from: https://aquila.usm.edu/masters_theses/581.

Council of Science Editors:

Menousek KM. An Investigation of the Classroom Component of Positive Behavior Intervention and Support System on Appropriately Engaged Behavior. [Masters Thesis]. University of Southern Mississippi; 2010. Available from: https://aquila.usm.edu/masters_theses/581

University of Southern Mississippi

14. Needelman, Laura Lynne. The Additive Effects of Components of an Intervention Package Targeting Compliance in Children With Hearing Impairments in a Classroom Setting.

Degree: MA, Psychology, 2010, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/616

► The present study investigated the sequential introduction of a compliance training package based on the Compliance Training for Children (CTC) Model developed in the… (more)

Subjects/Keywords: Psychology; School Psychology; Social and Behavioral Sciences

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APA (6^th Edition):

Needelman, L. L. (2010). The Additive Effects of Components of an Intervention Package Targeting Compliance in Children With Hearing Impairments in a Classroom Setting. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/616

Chicago Manual of Style (16^th Edition):

Needelman, Laura Lynne. “The Additive Effects of Components of an Intervention Package Targeting Compliance in Children With Hearing Impairments in a Classroom Setting.” 2010. Masters Thesis, University of Southern Mississippi. Accessed January 18, 2021. https://aquila.usm.edu/masters_theses/616.

MLA Handbook (7^th Edition):

Needelman, Laura Lynne. “The Additive Effects of Components of an Intervention Package Targeting Compliance in Children With Hearing Impairments in a Classroom Setting.” 2010. Web. 18 Jan 2021.

Vancouver:

Needelman LL. The Additive Effects of Components of an Intervention Package Targeting Compliance in Children With Hearing Impairments in a Classroom Setting. [Internet] [Masters thesis]. University of Southern Mississippi; 2010. [cited 2021 Jan 18]. Available from: https://aquila.usm.edu/masters_theses/616.

Council of Science Editors:

Needelman LL. The Additive Effects of Components of an Intervention Package Targeting Compliance in Children With Hearing Impairments in a Classroom Setting. [Masters Thesis]. University of Southern Mississippi; 2010. Available from: https://aquila.usm.edu/masters_theses/616

University of Southern Mississippi

15. Harpole, Lauren Lestremau. Application of Check In-Check Out as a Targeted Intervention to Increase Appropriate Behavior in At-Risk High School Students.

Degree: MA, Psychology, 2010, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/503

► The purpose of the present study was to evaluate the effectiveness of Check In-Check Out (CICO) in increasing appropriate behavior and decreasing disruptive behavior… (more)

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APA (6^th Edition):

Harpole, L. L. (2010). Application of Check In-Check Out as a Targeted Intervention to Increase Appropriate Behavior in At-Risk High School Students. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/503

Chicago Manual of Style (16^th Edition):

Harpole, Lauren Lestremau. “Application of Check In-Check Out as a Targeted Intervention to Increase Appropriate Behavior in At-Risk High School Students.” 2010. Masters Thesis, University of Southern Mississippi. Accessed January 18, 2021. https://aquila.usm.edu/masters_theses/503.

MLA Handbook (7^th Edition):

Harpole, Lauren Lestremau. “Application of Check In-Check Out as a Targeted Intervention to Increase Appropriate Behavior in At-Risk High School Students.” 2010. Web. 18 Jan 2021.

Vancouver:

Harpole LL. Application of Check In-Check Out as a Targeted Intervention to Increase Appropriate Behavior in At-Risk High School Students. [Internet] [Masters thesis]. University of Southern Mississippi; 2010. [cited 2021 Jan 18]. Available from: https://aquila.usm.edu/masters_theses/503.

Council of Science Editors:

Harpole LL. Application of Check In-Check Out as a Targeted Intervention to Increase Appropriate Behavior in At-Risk High School Students. [Masters Thesis]. University of Southern Mississippi; 2010. Available from: https://aquila.usm.edu/masters_theses/503

University of Southern Mississippi

16. Zhou, Qi. The Effectivness of Brief Experimental Analysis in Identifying Reading Fluency Interventions When Conducted by Parents.

Degree: MA, Psychology, 2010, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/620

► This study examined 1) if the parents were able to conduct a brief experimental analysis (BEA) for identifying the most effective reading fluency intervention… (more)

Subjects/Keywords: Psychology; Social and Behavioral Sciences

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APA (6^th Edition):

Zhou, Q. (2010). The Effectivness of Brief Experimental Analysis in Identifying Reading Fluency Interventions When Conducted by Parents. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/620

Chicago Manual of Style (16^th Edition):

Zhou, Qi. “The Effectivness of Brief Experimental Analysis in Identifying Reading Fluency Interventions When Conducted by Parents.” 2010. Masters Thesis, University of Southern Mississippi. Accessed January 18, 2021. https://aquila.usm.edu/masters_theses/620.

MLA Handbook (7^th Edition):

Zhou, Qi. “The Effectivness of Brief Experimental Analysis in Identifying Reading Fluency Interventions When Conducted by Parents.” 2010. Web. 18 Jan 2021.

Vancouver:

Zhou Q. The Effectivness of Brief Experimental Analysis in Identifying Reading Fluency Interventions When Conducted by Parents. [Internet] [Masters thesis]. University of Southern Mississippi; 2010. [cited 2021 Jan 18]. Available from: https://aquila.usm.edu/masters_theses/620.

Council of Science Editors:

Zhou Q. The Effectivness of Brief Experimental Analysis in Identifying Reading Fluency Interventions When Conducted by Parents. [Masters Thesis]. University of Southern Mississippi; 2010. Available from: https://aquila.usm.edu/masters_theses/620

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