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You searched for +publisher:"University of Southern Mississippi" +contributor:("Keith Radley"). Showing records 1 – 13 of 13 total matches.

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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

  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 (6th 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 (16th Edition):

Ford, William Blake. “Reducing Disruptive Behavior in High School: The Good Behavior Game.” 2015. Masters Thesis, University of Southern Mississippi. Accessed January 21, 2021. https://aquila.usm.edu/masters_theses/91.

MLA Handbook (7th Edition):

Ford, William Blake. “Reducing Disruptive Behavior in High School: The Good Behavior Game.” 2015. Web. 21 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 21]. 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

  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 (6th 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 (16th 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 21, 2021. https://aquila.usm.edu/masters_theses/594.

MLA Handbook (7th Edition):

Lown, Elizabeth. “The Effects of Real-Time Visual Performance Feedback Using a Tier Approach for Increasing Behavior Specific Praise on Teachers.” 2017. Web. 21 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 21]. 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. 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 21, 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. 21 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 21]. 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 21, 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. 21 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 21]. 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. Pasqua, Jamie. Evaluating the Independent Group Contingency: “Mystery Student” on Improving Behaviors in Head Start Classrooms.

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

  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 (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 21, 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. 21 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 21]. 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

6. 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 January 21, 2021. 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. 21 Jan 2021.

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 2021 Jan 21]. 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

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

  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 21, 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. 21 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 21]. 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

  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 (6th 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 (16th 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 21, 2021. https://aquila.usm.edu/masters_theses/181.

MLA Handbook (7th 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. 21 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 21]. 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. 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 (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 21, 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. 21 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 21]. 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

10. 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 January 21, 2021. 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. 21 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 21]. 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

11. 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 (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 21, 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. 21 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 21]. 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

12. 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 (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 21, 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. 21 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 21]. 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

13. McHugh, Melissa Bryanne. The Effects of the Tootling Intervention Using Daily Reinforcement.

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

  The current study was designed to replicate and extend the literature on the effectiveness of a classroom intervention known as Tootling (Skinner, Skinner, &… (more)

Subjects/Keywords: interdependent; group contingency; classroom; intervention; Tootling; Behavior and Behavior Mechanisms; Child Psychology; Psychology; School Psychology

…materials and procedures were approved by The University of Southern Mississippi Institutional… 

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APA (6th Edition):

McHugh, M. B. (2014). The Effects of the Tootling Intervention Using Daily Reinforcement. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/67

Chicago Manual of Style (16th Edition):

McHugh, Melissa Bryanne. “The Effects of the Tootling Intervention Using Daily Reinforcement.” 2014. Masters Thesis, University of Southern Mississippi. Accessed January 21, 2021. https://aquila.usm.edu/masters_theses/67.

MLA Handbook (7th Edition):

McHugh, Melissa Bryanne. “The Effects of the Tootling Intervention Using Daily Reinforcement.” 2014. Web. 21 Jan 2021.

Vancouver:

McHugh MB. The Effects of the Tootling Intervention Using Daily Reinforcement. [Internet] [Masters thesis]. University of Southern Mississippi; 2014. [cited 2021 Jan 21]. Available from: https://aquila.usm.edu/masters_theses/67.

Council of Science Editors:

McHugh MB. The Effects of the Tootling Intervention Using Daily Reinforcement. [Masters Thesis]. University of Southern Mississippi; 2014. Available from: https://aquila.usm.edu/masters_theses/67

.