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You searched for +publisher:"Vanderbilt University" +contributor:("Erik W. Carter"). Showing records 1 – 7 of 7 total matches.

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Vanderbilt University

1. Gilson, Carly Blustein. Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students with Severe Intellectual Disability.

Degree: PhD, Special Education, 2017, Vanderbilt University

 The disappointing employment outcomes of students with severe intellectual disability (ID) can be exacerbated by deficits in social skills development. Within high school transition programs,… (more)

Subjects/Keywords: video-based instruction; video modeling; employment skills; social skills; intellectual disability

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APA (6th Edition):

Gilson, C. B. (2017). Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students with Severe Intellectual Disability. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03142017-153615/ ;

Chicago Manual of Style (16th Edition):

Gilson, Carly Blustein. “Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students with Severe Intellectual Disability.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 25, 2019. http://etd.library.vanderbilt.edu/available/etd-03142017-153615/ ;.

MLA Handbook (7th Edition):

Gilson, Carly Blustein. “Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students with Severe Intellectual Disability.” 2017. Web. 25 Mar 2019.

Vancouver:

Gilson CB. Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students with Severe Intellectual Disability. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2019 Mar 25]. Available from: http://etd.library.vanderbilt.edu/available/etd-03142017-153615/ ;.

Council of Science Editors:

Gilson CB. Video-Based Instruction to Promote Employment-Related Social Behaviors for High School Students with Severe Intellectual Disability. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://etd.library.vanderbilt.edu/available/etd-03142017-153615/ ;


Vanderbilt University

2. Roantree, Christina Frances. Using functional analysis and presession attention to assess peer versus adult attention as a motivating operation for perseverative speech.

Degree: PhD, Special Education, 2013, Vanderbilt University

 Perseverative speech is the inability to adapt topics of conversation along with the social context and continuing with one topic even after it has ceased… (more)

Subjects/Keywords: perseverative speech; Aspergers syndrome

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APA (6th Edition):

Roantree, C. F. (2013). Using functional analysis and presession attention to assess peer versus adult attention as a motivating operation for perseverative speech. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu//available/etd-07152013-122601/ ;

Chicago Manual of Style (16th Edition):

Roantree, Christina Frances. “Using functional analysis and presession attention to assess peer versus adult attention as a motivating operation for perseverative speech.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed March 25, 2019. http://etd.library.vanderbilt.edu//available/etd-07152013-122601/ ;.

MLA Handbook (7th Edition):

Roantree, Christina Frances. “Using functional analysis and presession attention to assess peer versus adult attention as a motivating operation for perseverative speech.” 2013. Web. 25 Mar 2019.

Vancouver:

Roantree CF. Using functional analysis and presession attention to assess peer versus adult attention as a motivating operation for perseverative speech. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2019 Mar 25]. Available from: http://etd.library.vanderbilt.edu//available/etd-07152013-122601/ ;.

Council of Science Editors:

Roantree CF. Using functional analysis and presession attention to assess peer versus adult attention as a motivating operation for perseverative speech. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://etd.library.vanderbilt.edu//available/etd-07152013-122601/ ;


Vanderbilt University

3. Huber, Heartley Brownell. Structural Analysis to Inform Peer Support Arrangements for High School Students with Autism.

Degree: PhD, Special Education, 2016, Vanderbilt University

 As the enrollment of students with autism in general education classrooms increases, the need for effective strategies to improve the quality of inclusive practices remains… (more)

Subjects/Keywords: peer-mediated; social interactions; autism; structural analysis

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APA (6th Edition):

Huber, H. B. (2016). Structural Analysis to Inform Peer Support Arrangements for High School Students with Autism. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03282016-141140/ ;

Chicago Manual of Style (16th Edition):

Huber, Heartley Brownell. “Structural Analysis to Inform Peer Support Arrangements for High School Students with Autism.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed March 25, 2019. http://etd.library.vanderbilt.edu/available/etd-03282016-141140/ ;.

MLA Handbook (7th Edition):

Huber, Heartley Brownell. “Structural Analysis to Inform Peer Support Arrangements for High School Students with Autism.” 2016. Web. 25 Mar 2019.

Vancouver:

Huber HB. Structural Analysis to Inform Peer Support Arrangements for High School Students with Autism. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2019 Mar 25]. Available from: http://etd.library.vanderbilt.edu/available/etd-03282016-141140/ ;.

Council of Science Editors:

Huber HB. Structural Analysis to Inform Peer Support Arrangements for High School Students with Autism. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://etd.library.vanderbilt.edu/available/etd-03282016-141140/ ;


Vanderbilt University

4. Biggs, Elizabeth Erin. Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs.

Degree: PhD, Special Education, 2017, Vanderbilt University

 Educators need strategies to build the communication skills of students learning to use aided augmentative and alternative communication (AAC), while also supporting their meaningful participation… (more)

Subjects/Keywords: communication; augmentative and alternative communication (AAC); Peer interaction; Intellectual disability; Autism

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APA (6th Edition):

Biggs, E. E. (2017). Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03142017-125403/ ;

Chicago Manual of Style (16th Edition):

Biggs, Elizabeth Erin. “Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 25, 2019. http://etd.library.vanderbilt.edu/available/etd-03142017-125403/ ;.

MLA Handbook (7th Edition):

Biggs, Elizabeth Erin. “Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs.” 2017. Web. 25 Mar 2019.

Vancouver:

Biggs EE. Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2019 Mar 25]. Available from: http://etd.library.vanderbilt.edu/available/etd-03142017-125403/ ;.

Council of Science Editors:

Biggs EE. Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://etd.library.vanderbilt.edu/available/etd-03142017-125403/ ;


Vanderbilt University

5. Boehm, Thomas Ludwig. Predictors of Family Quality of Life Among Parents of Children and Adults with Intellectual Disability.

Degree: PhD, Special Education, 2017, Vanderbilt University

 Understanding and improving quality of life for families with a member with intellectual disability (ID) has been a growing area of research for the past… (more)

Subjects/Keywords: relationships; intellectual disability; family quality of life; faith; spirituality

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APA (6th Edition):

Boehm, T. L. (2017). Predictors of Family Quality of Life Among Parents of Children and Adults with Intellectual Disability. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03232017-115400/ ;

Chicago Manual of Style (16th Edition):

Boehm, Thomas Ludwig. “Predictors of Family Quality of Life Among Parents of Children and Adults with Intellectual Disability.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed March 25, 2019. http://etd.library.vanderbilt.edu/available/etd-03232017-115400/ ;.

MLA Handbook (7th Edition):

Boehm, Thomas Ludwig. “Predictors of Family Quality of Life Among Parents of Children and Adults with Intellectual Disability.” 2017. Web. 25 Mar 2019.

Vancouver:

Boehm TL. Predictors of Family Quality of Life Among Parents of Children and Adults with Intellectual Disability. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2019 Mar 25]. Available from: http://etd.library.vanderbilt.edu/available/etd-03232017-115400/ ;.

Council of Science Editors:

Boehm TL. Predictors of Family Quality of Life Among Parents of Children and Adults with Intellectual Disability. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://etd.library.vanderbilt.edu/available/etd-03232017-115400/ ;


Vanderbilt University

6. Griffin, Megan Marie. Participation in transition planning among high school students with autism spectrum disorders.

Degree: PhD, Special Education, 2012, Vanderbilt University

 Using a national dataset, this study investigated the predictors of attendance and participation in transition planning meetings among youth with autism spectrum disorders. The combination… (more)

Subjects/Keywords: transition planning; autism spectrum disorders

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

APA (6th Edition):

Griffin, M. M. (2012). Participation in transition planning among high school students with autism spectrum disorders. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07092012-113209/ ;

Chicago Manual of Style (16th Edition):

Griffin, Megan Marie. “Participation in transition planning among high school students with autism spectrum disorders.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 25, 2019. http://etd.library.vanderbilt.edu/available/etd-07092012-113209/ ;.

MLA Handbook (7th Edition):

Griffin, Megan Marie. “Participation in transition planning among high school students with autism spectrum disorders.” 2012. Web. 25 Mar 2019.

Vancouver:

Griffin MM. Participation in transition planning among high school students with autism spectrum disorders. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2019 Mar 25]. Available from: http://etd.library.vanderbilt.edu/available/etd-07092012-113209/ ;.

Council of Science Editors:

Griffin MM. Participation in transition planning among high school students with autism spectrum disorders. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://etd.library.vanderbilt.edu/available/etd-07092012-113209/ ;

7. Cosgriff, Joseph Casey. A Peer-Delivered Social Interaction Intervention for High School Students with Autism.

Degree: PhD, Special Education, 2012, Vanderbilt University

 Limited social interaction typically occurs between high school students with autism and their general education peers unless programming is introduced to promote interaction. However, few… (more)

Subjects/Keywords: autism; goal setting; high school students; peer-mediated interventions; self-monitoring; social interaction

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

APA (6th Edition):

Cosgriff, J. C. (2012). A Peer-Delivered Social Interaction Intervention for High School Students with Autism. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07032012-111656/ ;

Chicago Manual of Style (16th Edition):

Cosgriff, Joseph Casey. “A Peer-Delivered Social Interaction Intervention for High School Students with Autism.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed March 25, 2019. http://etd.library.vanderbilt.edu/available/etd-07032012-111656/ ;.

MLA Handbook (7th Edition):

Cosgriff, Joseph Casey. “A Peer-Delivered Social Interaction Intervention for High School Students with Autism.” 2012. Web. 25 Mar 2019.

Vancouver:

Cosgriff JC. A Peer-Delivered Social Interaction Intervention for High School Students with Autism. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2019 Mar 25]. Available from: http://etd.library.vanderbilt.edu/available/etd-07032012-111656/ ;.

Council of Science Editors:

Cosgriff JC. A Peer-Delivered Social Interaction Intervention for High School Students with Autism. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://etd.library.vanderbilt.edu/available/etd-07032012-111656/ ;

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