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You searched for +publisher:"University of Southern Mississippi" +contributor:("Joe Olmi"). Showing records 1 – 17 of 17 total matches.

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University of Southern Mississippi

1. 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

  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 (6th 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 (16th 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 November 26, 2020. https://aquila.usm.edu/masters_theses/414.

MLA Handbook (7th 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. 26 Nov 2020.

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 2020 Nov 26]. 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

2. Barker, Laura-Katherine. Improving Interview Skills in College Students Using Behavioral Skills and In Situ Training.

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

  Successful interviewing skills help maximize the probability that a job candidate will make a positive impression upon a prospective employer. An area of continued… (more)

Subjects/Keywords: Applied Behavior Analysis; Interviewing; Psychology; feedback; behavioral skills training; in situ training; Applied Behavior Analysis

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APA (6th Edition):

Barker, L. (2018). Improving Interview Skills in College Students Using Behavioral Skills and In Situ Training. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/363

Chicago Manual of Style (16th Edition):

Barker, Laura-Katherine. “Improving Interview Skills in College Students Using Behavioral Skills and In Situ Training.” 2018. Masters Thesis, University of Southern Mississippi. Accessed November 26, 2020. https://aquila.usm.edu/masters_theses/363.

MLA Handbook (7th Edition):

Barker, Laura-Katherine. “Improving Interview Skills in College Students Using Behavioral Skills and In Situ Training.” 2018. Web. 26 Nov 2020.

Vancouver:

Barker L. Improving Interview Skills in College Students Using Behavioral Skills and In Situ Training. [Internet] [Masters thesis]. University of Southern Mississippi; 2018. [cited 2020 Nov 26]. Available from: https://aquila.usm.edu/masters_theses/363.

Council of Science Editors:

Barker L. Improving Interview Skills in College Students Using Behavioral Skills and In Situ Training. [Masters Thesis]. University of Southern Mississippi; 2018. Available from: https://aquila.usm.edu/masters_theses/363


University of Southern Mississippi

3. 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 November 26, 2020. 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. 26 Nov 2020.

Vancouver:

Wimberly JK. Generalization of Teachers' Use of Effective Instruction Delivery Following In Situ Training. [Internet] [Masters thesis]. University of Southern Mississippi; 2016. [cited 2020 Nov 26]. 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

4. Quintero, Laura. Behavioral Skills Training to Teach Correct Heading Skills to Youth Soccer Players.

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

  Recently, concerns regarding sport-related concussions have increased within the research literature, the media, and popular culture. It is unknown to what degree purposefully striking… (more)

Subjects/Keywords: Behavioral Skills Training; sports; soccer; behavior analysis; heading; BST; Applied Behavior Analysis; Psychology

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APA (6th Edition):

Quintero, L. (2018). Behavioral Skills Training to Teach Correct Heading Skills to Youth Soccer Players. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/362

Chicago Manual of Style (16th Edition):

Quintero, Laura. “Behavioral Skills Training to Teach Correct Heading Skills to Youth Soccer Players.” 2018. Masters Thesis, University of Southern Mississippi. Accessed November 26, 2020. https://aquila.usm.edu/masters_theses/362.

MLA Handbook (7th Edition):

Quintero, Laura. “Behavioral Skills Training to Teach Correct Heading Skills to Youth Soccer Players.” 2018. Web. 26 Nov 2020.

Vancouver:

Quintero L. Behavioral Skills Training to Teach Correct Heading Skills to Youth Soccer Players. [Internet] [Masters thesis]. University of Southern Mississippi; 2018. [cited 2020 Nov 26]. Available from: https://aquila.usm.edu/masters_theses/362.

Council of Science Editors:

Quintero L. Behavioral Skills Training to Teach Correct Heading Skills to Youth Soccer Players. [Masters Thesis]. University of Southern Mississippi; 2018. Available from: https://aquila.usm.edu/masters_theses/362


University of Southern Mississippi

5. McCargo, Morgan G. The Effects of Plickers As Response Cards On Academic Engagement Behavior In High School Students.

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

  Multiple studies have demonstrated the effectiveness of increasing student opportunities to respond for increasing academically engaged behavior. The use of response cards has held… (more)

Subjects/Keywords: opportunities to respond; response cards; Plickers; academically engaged behavior; School Psychology

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APA (6th Edition):

McCargo, M. G. (2017). The Effects of Plickers As Response Cards On Academic Engagement Behavior In High School Students. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/300

Chicago Manual of Style (16th Edition):

McCargo, Morgan G. “The Effects of Plickers As Response Cards On Academic Engagement Behavior In High School Students.” 2017. Masters Thesis, University of Southern Mississippi. Accessed November 26, 2020. https://aquila.usm.edu/masters_theses/300.

MLA Handbook (7th Edition):

McCargo, Morgan G. “The Effects of Plickers As Response Cards On Academic Engagement Behavior In High School Students.” 2017. Web. 26 Nov 2020.

Vancouver:

McCargo MG. The Effects of Plickers As Response Cards On Academic Engagement Behavior In High School Students. [Internet] [Masters thesis]. University of Southern Mississippi; 2017. [cited 2020 Nov 26]. Available from: https://aquila.usm.edu/masters_theses/300.

Council of Science Editors:

McCargo MG. The Effects of Plickers As Response Cards On Academic Engagement Behavior In High School Students. [Masters Thesis]. University of Southern Mississippi; 2017. Available from: https://aquila.usm.edu/masters_theses/300


University of Southern Mississippi

6. 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

  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 November 26, 2020. 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. 26 Nov 2020.

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 2020 Nov 26]. 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

7. 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

  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 (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 November 26, 2020. 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. 26 Nov 2020.

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 2020 Nov 26]. 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

8. Lynne, Shauna. Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting.

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

  The Good Behavior Game (GBG) is an example of an interdependent group contingency that can be used in classrooms to manage behavior. The purpose… (more)

Subjects/Keywords: Psychology; School Psychology

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APA (6th Edition):

Lynne, S. (2015). Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/82

Chicago Manual of Style (16th Edition):

Lynne, Shauna. “Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting.” 2015. Masters Thesis, University of Southern Mississippi. Accessed November 26, 2020. https://aquila.usm.edu/masters_theses/82.

MLA Handbook (7th Edition):

Lynne, Shauna. “Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting.” 2015. Web. 26 Nov 2020.

Vancouver:

Lynne S. Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting. [Internet] [Masters thesis]. University of Southern Mississippi; 2015. [cited 2020 Nov 26]. Available from: https://aquila.usm.edu/masters_theses/82.

Council of Science Editors:

Lynne S. Investigating the Use of a Positive Variation of the Good Behavior Game in a High School Setting. [Masters Thesis]. University of Southern Mississippi; 2015. Available from: https://aquila.usm.edu/masters_theses/82


University of Southern Mississippi

9. 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

  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 (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 November 26, 2020. 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. 26 Nov 2020.

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 2020 Nov 26]. 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

10. 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

  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 (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 November 26, 2020. 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. 26 Nov 2020.

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 2020 Nov 26]. 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

11. 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

  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 (6th 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 (16th 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 November 26, 2020. https://aquila.usm.edu/masters_theses/42.

MLA Handbook (7th 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. 26 Nov 2020.

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 2020 Nov 26]. 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

12. 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

  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 (6th 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 (16th 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 November 26, 2020. https://aquila.usm.edu/masters_theses/140.

MLA Handbook (7th Edition):

LaBrot, Zachary C. “A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom.” 2015. Web. 26 Nov 2020.

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 2020 Nov 26]. 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

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

  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 (6th 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 (16th 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 November 26, 2020. https://aquila.usm.edu/masters_theses/581.

MLA Handbook (7th Edition):

Menousek, Kathryn Marie. “An Investigation of the Classroom Component of Positive Behavior Intervention and Support System on Appropriately Engaged Behavior.” 2010. Web. 26 Nov 2020.

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 2020 Nov 26]. 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

  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 (6th 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 (16th 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 November 26, 2020. https://aquila.usm.edu/masters_theses/616.

MLA Handbook (7th 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. 26 Nov 2020.

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 2020 Nov 26]. 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

  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 (6th 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 (16th 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 November 26, 2020. https://aquila.usm.edu/masters_theses/503.

MLA Handbook (7th 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. 26 Nov 2020.

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 2020 Nov 26]. 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

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

APA (6th 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 (16th 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 November 26, 2020. https://aquila.usm.edu/masters_theses/620.

MLA Handbook (7th Edition):

Zhou, Qi. “The Effectivness of Brief Experimental Analysis in Identifying Reading Fluency Interventions When Conducted by Parents.” 2010. Web. 26 Nov 2020.

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 2020 Nov 26]. 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


University of Southern Mississippi

17. Benshoof, Shelly Renee. The Use of Time-Out With and Without Escape Extinction to Reduce Escape Maintained Noncompliance.

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

  The present study evaluated the effectiveness of 2 time-out procedures for increasing escape-maintained compliance to first-time, parent-issued instructions. Children completed a screening process to… (more)

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

APA (6th Edition):

Benshoof, S. R. (2010). The Use of Time-Out With and Without Escape Extinction to Reduce Escape Maintained Noncompliance. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/399

Chicago Manual of Style (16th Edition):

Benshoof, Shelly Renee. “The Use of Time-Out With and Without Escape Extinction to Reduce Escape Maintained Noncompliance.” 2010. Masters Thesis, University of Southern Mississippi. Accessed November 26, 2020. https://aquila.usm.edu/masters_theses/399.

MLA Handbook (7th Edition):

Benshoof, Shelly Renee. “The Use of Time-Out With and Without Escape Extinction to Reduce Escape Maintained Noncompliance.” 2010. Web. 26 Nov 2020.

Vancouver:

Benshoof SR. The Use of Time-Out With and Without Escape Extinction to Reduce Escape Maintained Noncompliance. [Internet] [Masters thesis]. University of Southern Mississippi; 2010. [cited 2020 Nov 26]. Available from: https://aquila.usm.edu/masters_theses/399.

Council of Science Editors:

Benshoof SR. The Use of Time-Out With and Without Escape Extinction to Reduce Escape Maintained Noncompliance. [Masters Thesis]. University of Southern Mississippi; 2010. Available from: https://aquila.usm.edu/masters_theses/399

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