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You searched for +publisher:"Utah State University" +contributor:("Robert Morgan"). Showing records 1 – 24 of 24 total matches.

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Utah State University

1. Sheen, Jeff C. Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education.

Degree: PhD, Special Education and Rehabilitation, 2017, Utah State University

  There are a greater number of inclusive postsecondary education (PSE) programs for students with intellectual disabilities (ID) in the U.S. than ever before. Consequently,… (more)

Subjects/Keywords: parent perspectives; preparing students; intellectual disabilities; inclusive; postsecondary education; Education

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APA (6th Edition):

Sheen, J. C. (2017). Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/5875

Chicago Manual of Style (16th Edition):

Sheen, Jeff C. “Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education.” 2017. Doctoral Dissertation, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/5875.

MLA Handbook (7th Edition):

Sheen, Jeff C. “Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education.” 2017. Web. 08 May 2021.

Vancouver:

Sheen JC. Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education. [Internet] [Doctoral dissertation]. Utah State University; 2017. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/5875.

Council of Science Editors:

Sheen JC. Parent Perspectives on Preparing Students with Intellectual Disabilities for Inclusive Postsecondary Education. [Doctoral Dissertation]. Utah State University; 2017. Available from: https://digitalcommons.usu.edu/etd/5875


Utah State University

2. Grizzell, Saara. The Use of Feedback in Group Counseling in a State Vocational Rehabilitation Setting: A Pilot Study.

Degree: PhD, Special Education and Rehabilitation, 2015, Utah State University

  The primary objective of this study was to examine the impact of providing feedback with group counseling upon the employment, symptom distress, interpersonal relationships,… (more)

Subjects/Keywords: use; feedback; group; counseling; state; vocational; rehabilitation; setting; pilot; study; Education

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APA (6th Edition):

Grizzell, S. (2015). The Use of Feedback in Group Counseling in a State Vocational Rehabilitation Setting: A Pilot Study. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4252

Chicago Manual of Style (16th Edition):

Grizzell, Saara. “The Use of Feedback in Group Counseling in a State Vocational Rehabilitation Setting: A Pilot Study.” 2015. Doctoral Dissertation, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/4252.

MLA Handbook (7th Edition):

Grizzell, Saara. “The Use of Feedback in Group Counseling in a State Vocational Rehabilitation Setting: A Pilot Study.” 2015. Web. 08 May 2021.

Vancouver:

Grizzell S. The Use of Feedback in Group Counseling in a State Vocational Rehabilitation Setting: A Pilot Study. [Internet] [Doctoral dissertation]. Utah State University; 2015. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/4252.

Council of Science Editors:

Grizzell S. The Use of Feedback in Group Counseling in a State Vocational Rehabilitation Setting: A Pilot Study. [Doctoral Dissertation]. Utah State University; 2015. Available from: https://digitalcommons.usu.edu/etd/4252


Utah State University

3. Williams, Shannon M. Self-determination Training: A Collaboration Model for Schools and Vocational Rehabilitation.

Degree: MS, Special Education and Rehabilitation, 2016, Utah State University

  Students with disabilities often have difficulties transitioning from high school to employment. Many students lack the self-determination skills needed to make this transition. Self-determination… (more)

Subjects/Keywords: Collaboration; Disabilities; Self-Determination; Special Education; Transition; Vocational Rehabilitation; Education

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APA (6th Edition):

Williams, S. M. (2016). Self-determination Training: A Collaboration Model for Schools and Vocational Rehabilitation. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4872

Chicago Manual of Style (16th Edition):

Williams, Shannon M. “Self-determination Training: A Collaboration Model for Schools and Vocational Rehabilitation.” 2016. Masters Thesis, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/4872.

MLA Handbook (7th Edition):

Williams, Shannon M. “Self-determination Training: A Collaboration Model for Schools and Vocational Rehabilitation.” 2016. Web. 08 May 2021.

Vancouver:

Williams SM. Self-determination Training: A Collaboration Model for Schools and Vocational Rehabilitation. [Internet] [Masters thesis]. Utah State University; 2016. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/4872.

Council of Science Editors:

Williams SM. Self-determination Training: A Collaboration Model for Schools and Vocational Rehabilitation. [Masters Thesis]. Utah State University; 2016. Available from: https://digitalcommons.usu.edu/etd/4872


Utah State University

4. Preece, Heidi S. Teacher- and Student-Developed Summaries of Performance: Perceptions of Teachers and Vocational Rehabilitation Counselors.

Degree: MS, Special Education and Rehabilitation, 2015, Utah State University

  Students receiving special education services occasionally experience problems with accessing adult services after graduation. Mandated by the Individuals with Disabilities Education Act reauthorization of… (more)

Subjects/Keywords: Summary of Performance; Vocational Rehabilitation; counselor; Special Education and Teaching

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APA (6th Edition):

Preece, H. S. (2015). Teacher- and Student-Developed Summaries of Performance: Perceptions of Teachers and Vocational Rehabilitation Counselors. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4542

Chicago Manual of Style (16th Edition):

Preece, Heidi S. “Teacher- and Student-Developed Summaries of Performance: Perceptions of Teachers and Vocational Rehabilitation Counselors.” 2015. Masters Thesis, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/4542.

MLA Handbook (7th Edition):

Preece, Heidi S. “Teacher- and Student-Developed Summaries of Performance: Perceptions of Teachers and Vocational Rehabilitation Counselors.” 2015. Web. 08 May 2021.

Vancouver:

Preece HS. Teacher- and Student-Developed Summaries of Performance: Perceptions of Teachers and Vocational Rehabilitation Counselors. [Internet] [Masters thesis]. Utah State University; 2015. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/4542.

Council of Science Editors:

Preece HS. Teacher- and Student-Developed Summaries of Performance: Perceptions of Teachers and Vocational Rehabilitation Counselors. [Masters Thesis]. Utah State University; 2015. Available from: https://digitalcommons.usu.edu/etd/4542


Utah State University

5. Akers, Jessica S. An Evaluation of Group Activity Schedules to Train Children with Autism to Play Hide-and-Seek with their Typically Developing Peers.

Degree: PhD, Special Education and Rehabilitation, 2015, Utah State University

  Children with autism spectrum disorders often have deficits in the area of social skills. Because of this deficit many children with autism avoid engaging… (more)

Subjects/Keywords: group activity; schedules; train children; autism; Hide-and-Seek; typically developing peers; Special Education and Teaching

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APA (6th Edition):

Akers, J. S. (2015). An Evaluation of Group Activity Schedules to Train Children with Autism to Play Hide-and-Seek with their Typically Developing Peers. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4581

Chicago Manual of Style (16th Edition):

Akers, Jessica S. “An Evaluation of Group Activity Schedules to Train Children with Autism to Play Hide-and-Seek with their Typically Developing Peers.” 2015. Doctoral Dissertation, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/4581.

MLA Handbook (7th Edition):

Akers, Jessica S. “An Evaluation of Group Activity Schedules to Train Children with Autism to Play Hide-and-Seek with their Typically Developing Peers.” 2015. Web. 08 May 2021.

Vancouver:

Akers JS. An Evaluation of Group Activity Schedules to Train Children with Autism to Play Hide-and-Seek with their Typically Developing Peers. [Internet] [Doctoral dissertation]. Utah State University; 2015. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/4581.

Council of Science Editors:

Akers JS. An Evaluation of Group Activity Schedules to Train Children with Autism to Play Hide-and-Seek with their Typically Developing Peers. [Doctoral Dissertation]. Utah State University; 2015. Available from: https://digitalcommons.usu.edu/etd/4581


Utah State University

6. Smith, Christina B. Indicator 13 Training for Transition Teachers: Comparison of Pre-And Post Test Scores on Writing of Goals.

Degree: MS, Special Education and Rehabilitation, 2015, Utah State University

  Special education teachers sometimes experience problems with knowing how to construct and write transition goals that meet Indicator 13 requirements of the Individuals with… (more)

Subjects/Keywords: goal writing; indicator 13; Post High; teacher training; Transition; Special Education and Teaching

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APA (6th Edition):

Smith, C. B. (2015). Indicator 13 Training for Transition Teachers: Comparison of Pre-And Post Test Scores on Writing of Goals. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4608

Chicago Manual of Style (16th Edition):

Smith, Christina B. “Indicator 13 Training for Transition Teachers: Comparison of Pre-And Post Test Scores on Writing of Goals.” 2015. Masters Thesis, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/4608.

MLA Handbook (7th Edition):

Smith, Christina B. “Indicator 13 Training for Transition Teachers: Comparison of Pre-And Post Test Scores on Writing of Goals.” 2015. Web. 08 May 2021.

Vancouver:

Smith CB. Indicator 13 Training for Transition Teachers: Comparison of Pre-And Post Test Scores on Writing of Goals. [Internet] [Masters thesis]. Utah State University; 2015. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/4608.

Council of Science Editors:

Smith CB. Indicator 13 Training for Transition Teachers: Comparison of Pre-And Post Test Scores on Writing of Goals. [Masters Thesis]. Utah State University; 2015. Available from: https://digitalcommons.usu.edu/etd/4608


Utah State University

7. Nix, Lyndsay D. An Evaluation of a Stimulus Preference Assessment of IPad Applications for Young Children with Autism.

Degree: MS, Special Education and Rehabilitation, 2016, Utah State University

  Previous researchers have conducted preference assessment studies using different types of stimuli (e.g., edibles, tangibles, music) to identify reinforcers for individuals with disabilities. This… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Nix, L. D. (2016). An Evaluation of a Stimulus Preference Assessment of IPad Applications for Young Children with Autism. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4898

Chicago Manual of Style (16th Edition):

Nix, Lyndsay D. “An Evaluation of a Stimulus Preference Assessment of IPad Applications for Young Children with Autism.” 2016. Masters Thesis, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/4898.

MLA Handbook (7th Edition):

Nix, Lyndsay D. “An Evaluation of a Stimulus Preference Assessment of IPad Applications for Young Children with Autism.” 2016. Web. 08 May 2021.

Vancouver:

Nix LD. An Evaluation of a Stimulus Preference Assessment of IPad Applications for Young Children with Autism. [Internet] [Masters thesis]. Utah State University; 2016. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/4898.

Council of Science Editors:

Nix LD. An Evaluation of a Stimulus Preference Assessment of IPad Applications for Young Children with Autism. [Masters Thesis]. Utah State University; 2016. Available from: https://digitalcommons.usu.edu/etd/4898


Utah State University

8. Small, Heather Hoopes. The Effect of Direct Instruction in Teaching Addition and Subtraction of Decimals and Decimal Word Problems on Students At Risk for Academic Failure.

Degree: MS, Special Education and Rehabilitation, 2011, Utah State University

  This study investigated the effects of a direct instruction program on the ability of elementary school students identified as at risk for math failure… (more)

Subjects/Keywords: Decimals; Direct Instruction; elementary education; mathematics; special education; word problems; Special Education and Teaching

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APA (6th Edition):

Small, H. H. (2011). The Effect of Direct Instruction in Teaching Addition and Subtraction of Decimals and Decimal Word Problems on Students At Risk for Academic Failure. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1020

Chicago Manual of Style (16th Edition):

Small, Heather Hoopes. “The Effect of Direct Instruction in Teaching Addition and Subtraction of Decimals and Decimal Word Problems on Students At Risk for Academic Failure.” 2011. Masters Thesis, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/1020.

MLA Handbook (7th Edition):

Small, Heather Hoopes. “The Effect of Direct Instruction in Teaching Addition and Subtraction of Decimals and Decimal Word Problems on Students At Risk for Academic Failure.” 2011. Web. 08 May 2021.

Vancouver:

Small HH. The Effect of Direct Instruction in Teaching Addition and Subtraction of Decimals and Decimal Word Problems on Students At Risk for Academic Failure. [Internet] [Masters thesis]. Utah State University; 2011. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/1020.

Council of Science Editors:

Small HH. The Effect of Direct Instruction in Teaching Addition and Subtraction of Decimals and Decimal Word Problems on Students At Risk for Academic Failure. [Masters Thesis]. Utah State University; 2011. Available from: https://digitalcommons.usu.edu/etd/1020


Utah State University

9. Openshaw, Kristi P. The Relationship Between Family Functioning, Family Resilience, and Quality of Life Among Vocational Rehabilitation Clients.

Degree: PhD, Special Education and Rehabilitation, 2011, Utah State University

  While there has been extensive research on the quality of life for people with disabilities, very little research has been conducted on the way… (more)

Subjects/Keywords: family functioning; family resilience; quality of life; Disability and Equity in Education

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APA (6th Edition):

Openshaw, K. P. (2011). The Relationship Between Family Functioning, Family Resilience, and Quality of Life Among Vocational Rehabilitation Clients. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1099

Chicago Manual of Style (16th Edition):

Openshaw, Kristi P. “The Relationship Between Family Functioning, Family Resilience, and Quality of Life Among Vocational Rehabilitation Clients.” 2011. Doctoral Dissertation, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/1099.

MLA Handbook (7th Edition):

Openshaw, Kristi P. “The Relationship Between Family Functioning, Family Resilience, and Quality of Life Among Vocational Rehabilitation Clients.” 2011. Web. 08 May 2021.

Vancouver:

Openshaw KP. The Relationship Between Family Functioning, Family Resilience, and Quality of Life Among Vocational Rehabilitation Clients. [Internet] [Doctoral dissertation]. Utah State University; 2011. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/1099.

Council of Science Editors:

Openshaw KP. The Relationship Between Family Functioning, Family Resilience, and Quality of Life Among Vocational Rehabilitation Clients. [Doctoral Dissertation]. Utah State University; 2011. Available from: https://digitalcommons.usu.edu/etd/1099


Utah State University

10. Chlarson, Kelsey J. Effects of High-Interest Writing Prompts on Performance of Students with Learning Disabilities by.

Degree: MS, Special Education and Rehabilitation, 2011, Utah State University

  Often described as passive learners, students with learning disabilities (LD) sometimes approach writing as a negative and burdensome task. Their reaction may imply that… (more)

Subjects/Keywords: high-interest writing prompts; learning disabilities; Special Education and Teaching

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APA (6th Edition):

Chlarson, K. J. (2011). Effects of High-Interest Writing Prompts on Performance of Students with Learning Disabilities by. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1089

Chicago Manual of Style (16th Edition):

Chlarson, Kelsey J. “Effects of High-Interest Writing Prompts on Performance of Students with Learning Disabilities by.” 2011. Masters Thesis, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/1089.

MLA Handbook (7th Edition):

Chlarson, Kelsey J. “Effects of High-Interest Writing Prompts on Performance of Students with Learning Disabilities by.” 2011. Web. 08 May 2021.

Vancouver:

Chlarson KJ. Effects of High-Interest Writing Prompts on Performance of Students with Learning Disabilities by. [Internet] [Masters thesis]. Utah State University; 2011. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/1089.

Council of Science Editors:

Chlarson KJ. Effects of High-Interest Writing Prompts on Performance of Students with Learning Disabilities by. [Masters Thesis]. Utah State University; 2011. Available from: https://digitalcommons.usu.edu/etd/1089


Utah State University

11. Forsythe, Natalie E. Perceptions of Consulting in Inclusive Preschool Classrooms.

Degree: MS, Special Education and Rehabilitation, 2020, Utah State University

  Consulting is a method of delivering special education services in inclusive preschool classrooms (consisting of both students with disabilities and typically developing peers) where… (more)

Subjects/Keywords: early childhood; inclusion; coaching; consulting; Education; Special Education and Teaching

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APA (6th Edition):

Forsythe, N. E. (2020). Perceptions of Consulting in Inclusive Preschool Classrooms. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7987

Chicago Manual of Style (16th Edition):

Forsythe, Natalie E. “Perceptions of Consulting in Inclusive Preschool Classrooms.” 2020. Masters Thesis, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/7987.

MLA Handbook (7th Edition):

Forsythe, Natalie E. “Perceptions of Consulting in Inclusive Preschool Classrooms.” 2020. Web. 08 May 2021.

Vancouver:

Forsythe NE. Perceptions of Consulting in Inclusive Preschool Classrooms. [Internet] [Masters thesis]. Utah State University; 2020. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/7987.

Council of Science Editors:

Forsythe NE. Perceptions of Consulting in Inclusive Preschool Classrooms. [Masters Thesis]. Utah State University; 2020. Available from: https://digitalcommons.usu.edu/etd/7987


Utah State University

12. King, Adam Dwight. Perceptions by High School Teachers of Mathematical Readiness of Students with Disabilities Transitioning to College.

Degree: MS, Special Education and Rehabilitation, 2013, Utah State University

  Students with mild/moderate disabilities frequently experience difficulty in mathematics in high school, and thus are often unprepared for math in college. The student researcher… (more)

Subjects/Keywords: college; disability; mathematics; readiness; special education; transition; Special Education and Teaching

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APA (6th Edition):

King, A. D. (2013). Perceptions by High School Teachers of Mathematical Readiness of Students with Disabilities Transitioning to College. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1981

Chicago Manual of Style (16th Edition):

King, Adam Dwight. “Perceptions by High School Teachers of Mathematical Readiness of Students with Disabilities Transitioning to College.” 2013. Masters Thesis, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/1981.

MLA Handbook (7th Edition):

King, Adam Dwight. “Perceptions by High School Teachers of Mathematical Readiness of Students with Disabilities Transitioning to College.” 2013. Web. 08 May 2021.

Vancouver:

King AD. Perceptions by High School Teachers of Mathematical Readiness of Students with Disabilities Transitioning to College. [Internet] [Masters thesis]. Utah State University; 2013. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/1981.

Council of Science Editors:

King AD. Perceptions by High School Teachers of Mathematical Readiness of Students with Disabilities Transitioning to College. [Masters Thesis]. Utah State University; 2013. Available from: https://digitalcommons.usu.edu/etd/1981


Utah State University

13. Duersch, Janalyn. A Comparison of Social Media Job Search Versus Traditional Job Search Methods on Employment of Students With Moderate to Severe Disabilities.

Degree: MS, Special Education and Rehabilitation, 2013, Utah State University

  Students with disabilities in transition programs experience difficulty with finding permanent employment. This study investigated the effects of social media on employment outcomes. Participants… (more)

Subjects/Keywords: comparison; social media; traditional; job search; employment; students; disabilities; Special Education and Teaching

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APA (6th Edition):

Duersch, J. (2013). A Comparison of Social Media Job Search Versus Traditional Job Search Methods on Employment of Students With Moderate to Severe Disabilities. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/2009

Chicago Manual of Style (16th Edition):

Duersch, Janalyn. “A Comparison of Social Media Job Search Versus Traditional Job Search Methods on Employment of Students With Moderate to Severe Disabilities.” 2013. Masters Thesis, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/2009.

MLA Handbook (7th Edition):

Duersch, Janalyn. “A Comparison of Social Media Job Search Versus Traditional Job Search Methods on Employment of Students With Moderate to Severe Disabilities.” 2013. Web. 08 May 2021.

Vancouver:

Duersch J. A Comparison of Social Media Job Search Versus Traditional Job Search Methods on Employment of Students With Moderate to Severe Disabilities. [Internet] [Masters thesis]. Utah State University; 2013. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/2009.

Council of Science Editors:

Duersch J. A Comparison of Social Media Job Search Versus Traditional Job Search Methods on Employment of Students With Moderate to Severe Disabilities. [Masters Thesis]. Utah State University; 2013. Available from: https://digitalcommons.usu.edu/etd/2009


Utah State University

14. Kelley, Kristen N. The Effects of Simultaneous Script-Training and Fading Procedures on the Mand Variability of Children with Autism.

Degree: PhD, Special Education and Rehabilitation, 2013, Utah State University

  Individuals with autism often display rote and repetitive responding across behavioral topographies. One area that is often affected is the individual’s verbal repertoire. In… (more)

Subjects/Keywords: script-training; fading; mand variability; autism; Special Education and Teaching

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APA (6th Edition):

Kelley, K. N. (2013). The Effects of Simultaneous Script-Training and Fading Procedures on the Mand Variability of Children with Autism. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/2066

Chicago Manual of Style (16th Edition):

Kelley, Kristen N. “The Effects of Simultaneous Script-Training and Fading Procedures on the Mand Variability of Children with Autism.” 2013. Doctoral Dissertation, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/2066.

MLA Handbook (7th Edition):

Kelley, Kristen N. “The Effects of Simultaneous Script-Training and Fading Procedures on the Mand Variability of Children with Autism.” 2013. Web. 08 May 2021.

Vancouver:

Kelley KN. The Effects of Simultaneous Script-Training and Fading Procedures on the Mand Variability of Children with Autism. [Internet] [Doctoral dissertation]. Utah State University; 2013. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/2066.

Council of Science Editors:

Kelley KN. The Effects of Simultaneous Script-Training and Fading Procedures on the Mand Variability of Children with Autism. [Doctoral Dissertation]. Utah State University; 2013. Available from: https://digitalcommons.usu.edu/etd/2066


Utah State University

15. Kupferman, Scott I. Supporting Students with Psychiatric Disabilities in Postsecondary Education: Important Knowledge, Skills, and Attitudes.

Degree: PhD, Special Education and Rehabilitation, 2014, Utah State University

  Students with psychiatric disabilities are the largest subgroup of students with disabilities enrolled in postsecondary education. However, their high enrollment rate does not equate… (more)

Subjects/Keywords: psychiatric disabilities; education; Special Education and Teaching

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APA (6th Edition):

Kupferman, S. I. (2014). Supporting Students with Psychiatric Disabilities in Postsecondary Education: Important Knowledge, Skills, and Attitudes. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/2067

Chicago Manual of Style (16th Edition):

Kupferman, Scott I. “Supporting Students with Psychiatric Disabilities in Postsecondary Education: Important Knowledge, Skills, and Attitudes.” 2014. Doctoral Dissertation, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/2067.

MLA Handbook (7th Edition):

Kupferman, Scott I. “Supporting Students with Psychiatric Disabilities in Postsecondary Education: Important Knowledge, Skills, and Attitudes.” 2014. Web. 08 May 2021.

Vancouver:

Kupferman SI. Supporting Students with Psychiatric Disabilities in Postsecondary Education: Important Knowledge, Skills, and Attitudes. [Internet] [Doctoral dissertation]. Utah State University; 2014. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/2067.

Council of Science Editors:

Kupferman SI. Supporting Students with Psychiatric Disabilities in Postsecondary Education: Important Knowledge, Skills, and Attitudes. [Doctoral Dissertation]. Utah State University; 2014. Available from: https://digitalcommons.usu.edu/etd/2067


Utah State University

16. Thomas, M. Faith. National Survey of Professional Development on Writing Compliant Transition Individualized Education Programs.

Degree: PhD, Special Education and Rehabilitation, 2020, Utah State University

  A national survey of special education administrators was conducted on current special education teacher trainings, the internal monitoring processes on transition IEPs, and the… (more)

Subjects/Keywords: transition; professional development; indicator 13; special education; Disability and Equity in Education; Education; Special Education and Teaching

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APA (6th Edition):

Thomas, M. F. (2020). National Survey of Professional Development on Writing Compliant Transition Individualized Education Programs. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7870

Chicago Manual of Style (16th Edition):

Thomas, M Faith. “National Survey of Professional Development on Writing Compliant Transition Individualized Education Programs.” 2020. Doctoral Dissertation, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/7870.

MLA Handbook (7th Edition):

Thomas, M Faith. “National Survey of Professional Development on Writing Compliant Transition Individualized Education Programs.” 2020. Web. 08 May 2021.

Vancouver:

Thomas MF. National Survey of Professional Development on Writing Compliant Transition Individualized Education Programs. [Internet] [Doctoral dissertation]. Utah State University; 2020. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/7870.

Council of Science Editors:

Thomas MF. National Survey of Professional Development on Writing Compliant Transition Individualized Education Programs. [Doctoral Dissertation]. Utah State University; 2020. Available from: https://digitalcommons.usu.edu/etd/7870


Utah State University

17. Emery, Crystal. The Effect of Joint Training on Knowledge and Attitudes of Career and Technical Education and Special Education Professionals.

Degree: MS, Special Education and Rehabilitation, 2019, Utah State University

  Career and technical education (CTE) is a set of career-focused courses and pathways that provide students with technical skills and knowledge which can lead… (more)

Subjects/Keywords: Career and Technical Education; CTE; Special Education; SPED; Professional Development; Joint Training; Students with disabilities; High School; Disability; co-serving; interdisciplinary; Special Education and Teaching

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APA (6th Edition):

Emery, C. (2019). The Effect of Joint Training on Knowledge and Attitudes of Career and Technical Education and Special Education Professionals. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7590

Chicago Manual of Style (16th Edition):

Emery, Crystal. “The Effect of Joint Training on Knowledge and Attitudes of Career and Technical Education and Special Education Professionals.” 2019. Masters Thesis, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/7590.

MLA Handbook (7th Edition):

Emery, Crystal. “The Effect of Joint Training on Knowledge and Attitudes of Career and Technical Education and Special Education Professionals.” 2019. Web. 08 May 2021.

Vancouver:

Emery C. The Effect of Joint Training on Knowledge and Attitudes of Career and Technical Education and Special Education Professionals. [Internet] [Masters thesis]. Utah State University; 2019. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/7590.

Council of Science Editors:

Emery C. The Effect of Joint Training on Knowledge and Attitudes of Career and Technical Education and Special Education Professionals. [Masters Thesis]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7590


Utah State University

18. Hoffmann, Audrey N. The Effects of High-Tech Stimuli and Duration of Access on Reinforcer Preference and Efficacy.

Degree: MS, Special Education and Rehabilitation, 2014, Utah State University

  Two dimensions of reinforcement that influence behavior are reinforcer magnitude and stimulus type. One type of stimulus involving high technology (i.e., hightech stimuli) has… (more)

Subjects/Keywords: High-Tech; Stimuli; Access; Reinforcer; Efficacy; Education; Special Education and Teaching

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APA (6th Edition):

Hoffmann, A. N. (2014). The Effects of High-Tech Stimuli and Duration of Access on Reinforcer Preference and Efficacy. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/2169

Chicago Manual of Style (16th Edition):

Hoffmann, Audrey N. “The Effects of High-Tech Stimuli and Duration of Access on Reinforcer Preference and Efficacy.” 2014. Masters Thesis, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/2169.

MLA Handbook (7th Edition):

Hoffmann, Audrey N. “The Effects of High-Tech Stimuli and Duration of Access on Reinforcer Preference and Efficacy.” 2014. Web. 08 May 2021.

Vancouver:

Hoffmann AN. The Effects of High-Tech Stimuli and Duration of Access on Reinforcer Preference and Efficacy. [Internet] [Masters thesis]. Utah State University; 2014. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/2169.

Council of Science Editors:

Hoffmann AN. The Effects of High-Tech Stimuli and Duration of Access on Reinforcer Preference and Efficacy. [Masters Thesis]. Utah State University; 2014. Available from: https://digitalcommons.usu.edu/etd/2169


Utah State University

19. Christensen, Angela M. Social Communication for Students with Autism: Effects of Multiple Scripts on Conversational Exchanges Within Social Dialogue.

Degree: MS, Special Education and Rehabilitation, 2014, Utah State University

  Students with autism spectrum disorder (ASD) often experience difficulty in initiating and maintaining social dialogue in multiple settings. This study examined the effects of… (more)

Subjects/Keywords: Social Communication; Autism: Multiple Scripts; Conversational Exchanges; Social Dialogue; Special Education and Teaching

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APA (6th Edition):

Christensen, A. M. (2014). Social Communication for Students with Autism: Effects of Multiple Scripts on Conversational Exchanges Within Social Dialogue. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/3564

Chicago Manual of Style (16th Edition):

Christensen, Angela M. “Social Communication for Students with Autism: Effects of Multiple Scripts on Conversational Exchanges Within Social Dialogue.” 2014. Masters Thesis, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/3564.

MLA Handbook (7th Edition):

Christensen, Angela M. “Social Communication for Students with Autism: Effects of Multiple Scripts on Conversational Exchanges Within Social Dialogue.” 2014. Web. 08 May 2021.

Vancouver:

Christensen AM. Social Communication for Students with Autism: Effects of Multiple Scripts on Conversational Exchanges Within Social Dialogue. [Internet] [Masters thesis]. Utah State University; 2014. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/3564.

Council of Science Editors:

Christensen AM. Social Communication for Students with Autism: Effects of Multiple Scripts on Conversational Exchanges Within Social Dialogue. [Masters Thesis]. Utah State University; 2014. Available from: https://digitalcommons.usu.edu/etd/3564


Utah State University

20. Alldredge, Cherissa R. Public Transportation Accessibility: Perceptions of Riders with Disabilities in Utah.

Degree: PhD, Special Education and Rehabilitation, 2019, Utah State University

  Transportation plays an essential role in social inclusion and participation, subjective well-being, and overall quality of life. A lack of private transportation options may… (more)

Subjects/Keywords: disability; accessibility; transportation; Rehabilitation and Therapy

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APA (6th Edition):

Alldredge, C. R. (2019). Public Transportation Accessibility: Perceptions of Riders with Disabilities in Utah. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7634

Chicago Manual of Style (16th Edition):

Alldredge, Cherissa R. “Public Transportation Accessibility: Perceptions of Riders with Disabilities in Utah.” 2019. Doctoral Dissertation, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/7634.

MLA Handbook (7th Edition):

Alldredge, Cherissa R. “Public Transportation Accessibility: Perceptions of Riders with Disabilities in Utah.” 2019. Web. 08 May 2021.

Vancouver:

Alldredge CR. Public Transportation Accessibility: Perceptions of Riders with Disabilities in Utah. [Internet] [Doctoral dissertation]. Utah State University; 2019. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/7634.

Council of Science Editors:

Alldredge CR. Public Transportation Accessibility: Perceptions of Riders with Disabilities in Utah. [Doctoral Dissertation]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7634


Utah State University

21. Hall, Julie. Correspondence of Job-Preference and Job-Matching Assessment with Job Performance and Satisfaction among Youth with Developmental Disabilities.

Degree: MS, Special Education and Rehabilitation, 2010, Utah State University

  This study investigated the effects of job preference and job match on job performance among four 19-to 20-year-old young adults with developmental disabilities placed… (more)

Subjects/Keywords: Developmental Disabilities; Job Matching; Job Placement; Job Preference; Self-Determination; Transition; Behavioral Psychology; Vocational Education; Psychology; Special Education and Teaching

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APA (6th Edition):

Hall, J. (2010). Correspondence of Job-Preference and Job-Matching Assessment with Job Performance and Satisfaction among Youth with Developmental Disabilities. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/771

Chicago Manual of Style (16th Edition):

Hall, Julie. “Correspondence of Job-Preference and Job-Matching Assessment with Job Performance and Satisfaction among Youth with Developmental Disabilities.” 2010. Masters Thesis, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/771.

MLA Handbook (7th Edition):

Hall, Julie. “Correspondence of Job-Preference and Job-Matching Assessment with Job Performance and Satisfaction among Youth with Developmental Disabilities.” 2010. Web. 08 May 2021.

Vancouver:

Hall J. Correspondence of Job-Preference and Job-Matching Assessment with Job Performance and Satisfaction among Youth with Developmental Disabilities. [Internet] [Masters thesis]. Utah State University; 2010. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/771.

Council of Science Editors:

Hall J. Correspondence of Job-Preference and Job-Matching Assessment with Job Performance and Satisfaction among Youth with Developmental Disabilities. [Masters Thesis]. Utah State University; 2010. Available from: https://digitalcommons.usu.edu/etd/771


Utah State University

22. Slade, Jennifer P. Implementing Graphic Organizers in a General Education Earth Systems Classroom.

Degree: MS, Special Education and Rehabilitation, 2009, Utah State University

  Previous research has shown that implementing graphic organizers and giving the needed instruction to use and study content information increases academic gain of students… (more)

Subjects/Keywords: Graphic organizers; Inclusion; Secondary; Strategy; Special Education and Teaching

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APA (6th Edition):

Slade, J. P. (2009). Implementing Graphic Organizers in a General Education Earth Systems Classroom. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/533

Chicago Manual of Style (16th Edition):

Slade, Jennifer P. “Implementing Graphic Organizers in a General Education Earth Systems Classroom.” 2009. Masters Thesis, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/533.

MLA Handbook (7th Edition):

Slade, Jennifer P. “Implementing Graphic Organizers in a General Education Earth Systems Classroom.” 2009. Web. 08 May 2021.

Vancouver:

Slade JP. Implementing Graphic Organizers in a General Education Earth Systems Classroom. [Internet] [Masters thesis]. Utah State University; 2009. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/533.

Council of Science Editors:

Slade JP. Implementing Graphic Organizers in a General Education Earth Systems Classroom. [Masters Thesis]. Utah State University; 2009. Available from: https://digitalcommons.usu.edu/etd/533


Utah State University

23. Spangenberg, Katrina. An Investigation of the Effects of Differential Reinforcement of Alternative Behavior on Students with Mild/Moderate Disabilities in a School Classroom.

Degree: MS, Special Education and Rehabilitation, 2008, Utah State University

  This study investigated the effects of differential reinforcement of alternative behavior (DRA), a behavior reduction procedure, on problem behavior exhibited by three elementary school… (more)

Subjects/Keywords: Differential Reinforcement of Alternative Behavior; Special Education and Teaching

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

APA (6th Edition):

Spangenberg, K. (2008). An Investigation of the Effects of Differential Reinforcement of Alternative Behavior on Students with Mild/Moderate Disabilities in a School Classroom. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/38

Chicago Manual of Style (16th Edition):

Spangenberg, Katrina. “An Investigation of the Effects of Differential Reinforcement of Alternative Behavior on Students with Mild/Moderate Disabilities in a School Classroom.” 2008. Masters Thesis, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/38.

MLA Handbook (7th Edition):

Spangenberg, Katrina. “An Investigation of the Effects of Differential Reinforcement of Alternative Behavior on Students with Mild/Moderate Disabilities in a School Classroom.” 2008. Web. 08 May 2021.

Vancouver:

Spangenberg K. An Investigation of the Effects of Differential Reinforcement of Alternative Behavior on Students with Mild/Moderate Disabilities in a School Classroom. [Internet] [Masters thesis]. Utah State University; 2008. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/38.

Council of Science Editors:

Spangenberg K. An Investigation of the Effects of Differential Reinforcement of Alternative Behavior on Students with Mild/Moderate Disabilities in a School Classroom. [Masters Thesis]. Utah State University; 2008. Available from: https://digitalcommons.usu.edu/etd/38


Utah State University

24. Dudleston, Kristi. A Comparison of Social Stories and Script Fading to Increase Appropriate Social Interactions of Secondary Students with Disabilities with their Non-Disabled Peers.

Degree: MS, Special Education and Rehabilitation, 2008, Utah State University

  The effects of social stories and script fading were investigated on increasing interactions of students with disabilities with their non-disabled peers. Social stories and… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Dudleston, K. (2008). A Comparison of Social Stories and Script Fading to Increase Appropriate Social Interactions of Secondary Students with Disabilities with their Non-Disabled Peers. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/119

Chicago Manual of Style (16th Edition):

Dudleston, Kristi. “A Comparison of Social Stories and Script Fading to Increase Appropriate Social Interactions of Secondary Students with Disabilities with their Non-Disabled Peers.” 2008. Masters Thesis, Utah State University. Accessed May 08, 2021. https://digitalcommons.usu.edu/etd/119.

MLA Handbook (7th Edition):

Dudleston, Kristi. “A Comparison of Social Stories and Script Fading to Increase Appropriate Social Interactions of Secondary Students with Disabilities with their Non-Disabled Peers.” 2008. Web. 08 May 2021.

Vancouver:

Dudleston K. A Comparison of Social Stories and Script Fading to Increase Appropriate Social Interactions of Secondary Students with Disabilities with their Non-Disabled Peers. [Internet] [Masters thesis]. Utah State University; 2008. [cited 2021 May 08]. Available from: https://digitalcommons.usu.edu/etd/119.

Council of Science Editors:

Dudleston K. A Comparison of Social Stories and Script Fading to Increase Appropriate Social Interactions of Secondary Students with Disabilities with their Non-Disabled Peers. [Masters Thesis]. Utah State University; 2008. Available from: https://digitalcommons.usu.edu/etd/119

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