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You searched for +publisher:"University of Southern Mississippi" +contributor:("Evan Dart"). Showing records 1 – 8 of 8 total matches.

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University of Southern Mississippi

1. Lauderdale, Lisa Kay. Effects of Failure on Subsequent Performance in the Bottlenose Dolphin (<i>Tursiops truncatus</i>).

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

  The current study examined the immediate effects of two types of failure during operant-conditioning based training sessions in 11 bottlenose dolphins (Tursiops truncatus) at… (more)

Subjects/Keywords: errorless learning; error; failure; bottlenose dolphin; learning; animal training; Animal Studies; Experimental Analysis of Behavior

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APA (6th Edition):

Lauderdale, L. K. (2015). Effects of Failure on Subsequent Performance in the Bottlenose Dolphin (<i>Tursiops truncatus</i>). (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/142

Chicago Manual of Style (16th Edition):

Lauderdale, Lisa Kay. “Effects of Failure on Subsequent Performance in the Bottlenose Dolphin (<i>Tursiops truncatus</i>).” 2015. Masters Thesis, University of Southern Mississippi. Accessed January 23, 2021. https://aquila.usm.edu/masters_theses/142.

MLA Handbook (7th Edition):

Lauderdale, Lisa Kay. “Effects of Failure on Subsequent Performance in the Bottlenose Dolphin (<i>Tursiops truncatus</i>).” 2015. Web. 23 Jan 2021.

Vancouver:

Lauderdale LK. Effects of Failure on Subsequent Performance in the Bottlenose Dolphin (<i>Tursiops truncatus</i>). [Internet] [Masters thesis]. University of Southern Mississippi; 2015. [cited 2021 Jan 23]. Available from: https://aquila.usm.edu/masters_theses/142.

Council of Science Editors:

Lauderdale LK. Effects of Failure on Subsequent Performance in the Bottlenose Dolphin (<i>Tursiops truncatus</i>). [Masters Thesis]. University of Southern Mississippi; 2015. Available from: https://aquila.usm.edu/masters_theses/142


University of Southern Mississippi

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

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

  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 (6th 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 (16th 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 23, 2021. https://aquila.usm.edu/masters_theses/269.

MLA Handbook (7th Edition):

Wimberly, Joy Kathleen. “Generalization of Teachers' Use of Effective Instruction Delivery Following In Situ Training.” 2016. Web. 23 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 23]. 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

3. White, Kristi. Increasing Teachers' Use of Behavior Specific Praise Via a Smart Watch.

Degree: MA, 2018, University of Southern Mississippi

  This study evaluated the effects of a teacher prompting procedure to increase teacher behavior specific praise using a Smart Watch. Participants included three Head… (more)

Subjects/Keywords: Behavior specific praise; smart watch; general praise; academically engaged behavior; disruptive behavior; School Psychology

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APA (6th Edition):

White, K. (2018). Increasing Teachers' Use of Behavior Specific Praise Via a Smart Watch. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/587

Chicago Manual of Style (16th Edition):

White, Kristi. “Increasing Teachers' Use of Behavior Specific Praise Via a Smart Watch.” 2018. Masters Thesis, University of Southern Mississippi. Accessed January 23, 2021. https://aquila.usm.edu/masters_theses/587.

MLA Handbook (7th Edition):

White, Kristi. “Increasing Teachers' Use of Behavior Specific Praise Via a Smart Watch.” 2018. Web. 23 Jan 2021.

Vancouver:

White K. Increasing Teachers' Use of Behavior Specific Praise Via a Smart Watch. [Internet] [Masters thesis]. University of Southern Mississippi; 2018. [cited 2021 Jan 23]. Available from: https://aquila.usm.edu/masters_theses/587.

Council of Science Editors:

White K. Increasing Teachers' Use of Behavior Specific Praise Via a Smart Watch. [Masters Thesis]. University of Southern Mississippi; 2018. Available from: https://aquila.usm.edu/masters_theses/587


University of Southern Mississippi

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

Degree: MA, 2019, University of Southern Mississippi

  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 (6th 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 (16th Edition):

Schrieber, Stefanie. “The Quiet Classroom Game with an Indiscriminable Contingency in a High School.” 2019. Masters Thesis, University of Southern Mississippi. Accessed January 23, 2021. https://aquila.usm.edu/masters_theses/656.

MLA Handbook (7th Edition):

Schrieber, Stefanie. “The Quiet Classroom Game with an Indiscriminable Contingency in a High School.” 2019. Web. 23 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 23]. 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

5. 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

  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 (6th 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 (16th 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 23, 2021. https://aquila.usm.edu/masters_theses/360.

MLA Handbook (7th Edition):

Murphy, Ashley. “Comparing The Relative Effectiveness Of Function-Based Antecedent And Reinforcement Interventions For Increasing Preschoolers’ Appropriate Behavior.” 2018. Web. 23 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 23]. 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

6. Derieux, James. Is the Written Component of Tootling Effective? A Comparison of the Group Contingency to a Comparison Writing Procedure.

Degree: MA, 2019, University of Southern Mississippi

  Previous tootling literature has demonstrated positive effects of the intervention when implemented in settings from elementary school (e.g., Skinner, Cashwell, & Skinner, 2000) to… (more)

Subjects/Keywords: Tootling in a high school setting; Educational Psychology

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

APA (6th Edition):

Derieux, J. (2019). Is the Written Component of Tootling Effective? A Comparison of the Group Contingency to a Comparison Writing Procedure. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/712

Chicago Manual of Style (16th Edition):

Derieux, James. “Is the Written Component of Tootling Effective? A Comparison of the Group Contingency to a Comparison Writing Procedure.” 2019. Masters Thesis, University of Southern Mississippi. Accessed January 23, 2021. https://aquila.usm.edu/masters_theses/712.

MLA Handbook (7th Edition):

Derieux, James. “Is the Written Component of Tootling Effective? A Comparison of the Group Contingency to a Comparison Writing Procedure.” 2019. Web. 23 Jan 2021.

Vancouver:

Derieux J. Is the Written Component of Tootling Effective? A Comparison of the Group Contingency to a Comparison Writing Procedure. [Internet] [Masters thesis]. University of Southern Mississippi; 2019. [cited 2021 Jan 23]. Available from: https://aquila.usm.edu/masters_theses/712.

Council of Science Editors:

Derieux J. Is the Written Component of Tootling Effective? A Comparison of the Group Contingency to a Comparison Writing Procedure. [Masters Thesis]. University of Southern Mississippi; 2019. Available from: https://aquila.usm.edu/masters_theses/712


University of Southern Mississippi

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

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

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

APA (6th 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 (16th Edition):

Whipple, Heather Marie. “Using Digital Performance Feedback to Increase Teacher Treatment Integrity.” 2016. Masters Thesis, University of Southern Mississippi. Accessed January 23, 2021. https://aquila.usm.edu/masters_theses/254.

MLA Handbook (7th Edition):

Whipple, Heather Marie. “Using Digital Performance Feedback to Increase Teacher Treatment Integrity.” 2016. Web. 23 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 23]. 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

8. Bishop, Shawn Kathleen. Increasing Novel Vocalizations for Individuals with ASD Using a Voice Output Communication Aide.

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

  This study aimed to extend the literature on VOCA as a means of producing increased verbal speech using a prompt delay and shaping methods.… (more)

Subjects/Keywords: autism; speech generating device; VOCA; Psychology; School Psychology

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

APA (6th Edition):

Bishop, S. K. (2017). Increasing Novel Vocalizations for Individuals with ASD Using a Voice Output Communication Aide. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/294

Chicago Manual of Style (16th Edition):

Bishop, Shawn Kathleen. “Increasing Novel Vocalizations for Individuals with ASD Using a Voice Output Communication Aide.” 2017. Masters Thesis, University of Southern Mississippi. Accessed January 23, 2021. https://aquila.usm.edu/masters_theses/294.

MLA Handbook (7th Edition):

Bishop, Shawn Kathleen. “Increasing Novel Vocalizations for Individuals with ASD Using a Voice Output Communication Aide.” 2017. Web. 23 Jan 2021.

Vancouver:

Bishop SK. Increasing Novel Vocalizations for Individuals with ASD Using a Voice Output Communication Aide. [Internet] [Masters thesis]. University of Southern Mississippi; 2017. [cited 2021 Jan 23]. Available from: https://aquila.usm.edu/masters_theses/294.

Council of Science Editors:

Bishop SK. Increasing Novel Vocalizations for Individuals with ASD Using a Voice Output Communication Aide. [Masters Thesis]. University of Southern Mississippi; 2017. Available from: https://aquila.usm.edu/masters_theses/294

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