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You searched for +publisher:"Vanderbilt University" +contributor:("Joseph Wehby"). Showing records 1 – 16 of 16 total matches.

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Vanderbilt University

1. Lloyd, Blair Parker. An Evaluation of Trial-based Functional Analyses in Classroom Settings.

Degree: PhD, Special Education, 2013, Vanderbilt University

 Although the functional analysis (FA) remains the gold standard for identifying the function of problem behavior for students with disabilities, traditional FA procedures are typically… (more)

Subjects/Keywords: developmental disabilities; classroom; problem behavior; functional analysis

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APA (6th Edition):

Lloyd, B. P. (2013). An Evaluation of Trial-based Functional Analyses in Classroom Settings. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07022013-104721/ ;

Chicago Manual of Style (16th Edition):

Lloyd, Blair Parker. “An Evaluation of Trial-based Functional Analyses in Classroom Settings.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed October 20, 2019. http://etd.library.vanderbilt.edu/available/etd-07022013-104721/ ;.

MLA Handbook (7th Edition):

Lloyd, Blair Parker. “An Evaluation of Trial-based Functional Analyses in Classroom Settings.” 2013. Web. 20 Oct 2019.

Vancouver:

Lloyd BP. An Evaluation of Trial-based Functional Analyses in Classroom Settings. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2019 Oct 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-07022013-104721/ ;.

Council of Science Editors:

Lloyd BP. An Evaluation of Trial-based Functional Analyses in Classroom Settings. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://etd.library.vanderbilt.edu/available/etd-07022013-104721/ ;


Vanderbilt University

2. Brock, Matthew Eric. Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements.

Degree: PhD, Special Education, 2014, Vanderbilt University

 Peer support arrangements have been advocated as a promising approach for increasing social interactions and academic engagement for students with severe disabilities in inclusive classrooms.… (more)

Subjects/Keywords: single subject; severe disabilities; professional development; paraprofessionals; peer support; inclusion

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APA (6th Edition):

Brock, M. E. (2014). Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-03212014-125328/ ;

Chicago Manual of Style (16th Edition):

Brock, Matthew Eric. “Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed October 20, 2019. http://etd.library.vanderbilt.edu/available/etd-03212014-125328/ ;.

MLA Handbook (7th Edition):

Brock, Matthew Eric. “Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements.” 2014. Web. 20 Oct 2019.

Vancouver:

Brock ME. Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2019 Oct 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-03212014-125328/ ;.

Council of Science Editors:

Brock ME. Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-03212014-125328/ ;


Vanderbilt University

3. Ivy, Sarah Elizabeth. An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities.

Degree: PhD, Special Education, 2014, Vanderbilt University

 Childrenâs ability to use a spoon facilitates increased independence during mealtimes and greater control over the pace and quantity of food intake. Children with multiple… (more)

Subjects/Keywords: prompting; eating skills; multiple disabilities; visual impairment; graduated guidance

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APA (6th Edition):

Ivy, S. E. (2014). An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07112014-114234/ ;

Chicago Manual of Style (16th Edition):

Ivy, Sarah Elizabeth. “An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed October 20, 2019. http://etd.library.vanderbilt.edu/available/etd-07112014-114234/ ;.

MLA Handbook (7th Edition):

Ivy, Sarah Elizabeth. “An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities.” 2014. Web. 20 Oct 2019.

Vancouver:

Ivy SE. An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2019 Oct 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-07112014-114234/ ;.

Council of Science Editors:

Ivy SE. An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-07112014-114234/ ;


Vanderbilt University

4. Foreman-Murray, Lindsay Radcliffe. School Engagement and Support for the Transition to High School for Students with Learning Disabilities.

Degree: PhD, Special Education, 2019, Vanderbilt University

 The transition from middle to high school is a critical moment in studentsâ academic careers, when school engagement, grades, and attendance tend to decline while… (more)

Subjects/Keywords: learning disabilities; middle school; high school; School engagement

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APA (6th Edition):

Foreman-Murray, L. R. (2019). School Engagement and Support for the Transition to High School for Students with Learning Disabilities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07182019-102044/ ;

Chicago Manual of Style (16th Edition):

Foreman-Murray, Lindsay Radcliffe. “School Engagement and Support for the Transition to High School for Students with Learning Disabilities.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed October 20, 2019. http://etd.library.vanderbilt.edu/available/etd-07182019-102044/ ;.

MLA Handbook (7th Edition):

Foreman-Murray, Lindsay Radcliffe. “School Engagement and Support for the Transition to High School for Students with Learning Disabilities.” 2019. Web. 20 Oct 2019.

Vancouver:

Foreman-Murray LR. School Engagement and Support for the Transition to High School for Students with Learning Disabilities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2019 Oct 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-07182019-102044/ ;.

Council of Science Editors:

Foreman-Murray LR. School Engagement and Support for the Transition to High School for Students with Learning Disabilities. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://etd.library.vanderbilt.edu/available/etd-07182019-102044/ ;


Vanderbilt University

5. Robertson, Rachel Elizabeth. Increased Parent Reinforcement of Existing Mands in Children with Autism: Effects on Problem Behavior.

Degree: PhD, Special Education, 2010, Vanderbilt University

 Previous studies of response classes in children and adults with developmental disabilities have shown that continuous reinforcement of mild problem behavior or precursor behavior (innocuous… (more)

Subjects/Keywords: problem behavior; autism; mands; response class; early childhood

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APA (6th Edition):

Robertson, R. E. (2010). Increased Parent Reinforcement of Existing Mands in Children with Autism: Effects on Problem Behavior. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-11302010-172507/ ;

Chicago Manual of Style (16th Edition):

Robertson, Rachel Elizabeth. “Increased Parent Reinforcement of Existing Mands in Children with Autism: Effects on Problem Behavior.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed October 20, 2019. http://etd.library.vanderbilt.edu/available/etd-11302010-172507/ ;.

MLA Handbook (7th Edition):

Robertson, Rachel Elizabeth. “Increased Parent Reinforcement of Existing Mands in Children with Autism: Effects on Problem Behavior.” 2010. Web. 20 Oct 2019.

Vancouver:

Robertson RE. Increased Parent Reinforcement of Existing Mands in Children with Autism: Effects on Problem Behavior. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2019 Oct 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-11302010-172507/ ;.

Council of Science Editors:

Robertson RE. Increased Parent Reinforcement of Existing Mands in Children with Autism: Effects on Problem Behavior. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://etd.library.vanderbilt.edu/available/etd-11302010-172507/ ;


Vanderbilt University

6. Samson, Jennifer Esther Glassman. Children's Reasoning about Peers' and Teachers' Intentions.

Degree: PhD, Psychology, 2012, Vanderbilt University

 Hostile attribution bias (HAB) has been shown to predict aggressive behavior, especially towards peers. The current study examined whether a) this relationship is supported within… (more)

Subjects/Keywords: children; hostile attribution bias; aggression

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APA (6th Edition):

Samson, J. E. G. (2012). Children's Reasoning about Peers' and Teachers' Intentions. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07052012-082855/ ;

Chicago Manual of Style (16th Edition):

Samson, Jennifer Esther Glassman. “Children's Reasoning about Peers' and Teachers' Intentions.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed October 20, 2019. http://etd.library.vanderbilt.edu/available/etd-07052012-082855/ ;.

MLA Handbook (7th Edition):

Samson, Jennifer Esther Glassman. “Children's Reasoning about Peers' and Teachers' Intentions.” 2012. Web. 20 Oct 2019.

Vancouver:

Samson JEG. Children's Reasoning about Peers' and Teachers' Intentions. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2019 Oct 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-07052012-082855/ ;.

Council of Science Editors:

Samson JEG. Children's Reasoning about Peers' and Teachers' Intentions. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://etd.library.vanderbilt.edu/available/etd-07052012-082855/ ;

7. Samson, Jennifer Esther Glassman. The Role of Perceived Self-Efficacy in Controlling Behavior.

Degree: MS, Psychology, 2009, Vanderbilt University

 Previous research, grounded in Social Information Processing (SIP) theory (Crick & Dodge, 1994), found that childrenâs perceived self-efficacy for inhibiting aggression predicted their reputation as… (more)

Subjects/Keywords: self-efficacy; externalizing behavior problems; EBD

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Samson, J. E. G. (2009). The Role of Perceived Self-Efficacy in Controlling Behavior. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07242009-122514/ ;

Chicago Manual of Style (16th Edition):

Samson, Jennifer Esther Glassman. “The Role of Perceived Self-Efficacy in Controlling Behavior.” 2009. Masters Thesis, Vanderbilt University. Accessed October 20, 2019. http://etd.library.vanderbilt.edu/available/etd-07242009-122514/ ;.

MLA Handbook (7th Edition):

Samson, Jennifer Esther Glassman. “The Role of Perceived Self-Efficacy in Controlling Behavior.” 2009. Web. 20 Oct 2019.

Vancouver:

Samson JEG. The Role of Perceived Self-Efficacy in Controlling Behavior. [Internet] [Masters thesis]. Vanderbilt University; 2009. [cited 2019 Oct 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-07242009-122514/ ;.

Council of Science Editors:

Samson JEG. The Role of Perceived Self-Efficacy in Controlling Behavior. [Masters Thesis]. Vanderbilt University; 2009. Available from: http://etd.library.vanderbilt.edu/available/etd-07242009-122514/ ;

8. Hardy, Jessica Kristen. Systematic Instruction of Early Math Skills.

Degree: PhD, Special Education, 2014, Vanderbilt University

 Instruction in early math is the subject of increasing attention in the literature and research. Response to intervention is a framework that can be used… (more)

Subjects/Keywords: prompting; at-risk; preschool; instruction; math

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APA (6th Edition):

Hardy, J. K. (2014). Systematic Instruction of Early Math Skills. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-04022014-143823/ ;

Chicago Manual of Style (16th Edition):

Hardy, Jessica Kristen. “Systematic Instruction of Early Math Skills.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed October 20, 2019. http://etd.library.vanderbilt.edu/available/etd-04022014-143823/ ;.

MLA Handbook (7th Edition):

Hardy, Jessica Kristen. “Systematic Instruction of Early Math Skills.” 2014. Web. 20 Oct 2019.

Vancouver:

Hardy JK. Systematic Instruction of Early Math Skills. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2019 Oct 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-04022014-143823/ ;.

Council of Science Editors:

Hardy JK. Systematic Instruction of Early Math Skills. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-04022014-143823/ ;

9. Gillespie, Amy Marie. Writing to Learn in Science: Effects on Fourth-Grade Students' Understanding of Balance.

Degree: PhD, Special Education, 2014, Vanderbilt University

 In this study, 69 grade 4 students were randomly assigned to a writing to learn (n = 23), comparison (n = 23), or control (n… (more)

Subjects/Keywords: writing to learn; science; elementary; Common Core; randomized controlled trial

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APA (6th Edition):

Gillespie, A. M. (2014). Writing to Learn in Science: Effects on Fourth-Grade Students' Understanding of Balance. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-06062014-141403/ ;

Chicago Manual of Style (16th Edition):

Gillespie, Amy Marie. “Writing to Learn in Science: Effects on Fourth-Grade Students' Understanding of Balance.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed October 20, 2019. http://etd.library.vanderbilt.edu/available/etd-06062014-141403/ ;.

MLA Handbook (7th Edition):

Gillespie, Amy Marie. “Writing to Learn in Science: Effects on Fourth-Grade Students' Understanding of Balance.” 2014. Web. 20 Oct 2019.

Vancouver:

Gillespie AM. Writing to Learn in Science: Effects on Fourth-Grade Students' Understanding of Balance. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2019 Oct 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-06062014-141403/ ;.

Council of Science Editors:

Gillespie AM. Writing to Learn in Science: Effects on Fourth-Grade Students' Understanding of Balance. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-06062014-141403/ ;

10. Busick, Matthew Douglas. A Comparison of Video Modeling with Versus Without Play Narrations on Toy Play for Children with Autism Spectrum Disorder Who Demonstrate Delayed Echolalia.

Degree: PhD, Special Education, 2015, Vanderbilt University

 Video modeling (VM) is an evidence-based intervention for children with autism spectrum disorder (ASD). The purpose of this study was to analyze the relative effect… (more)

Subjects/Keywords: Comparison; Single-case; Video Modeling; Autism

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APA (6th Edition):

Busick, M. D. (2015). A Comparison of Video Modeling with Versus Without Play Narrations on Toy Play for Children with Autism Spectrum Disorder Who Demonstrate Delayed Echolalia. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07092015-003443/ ;

Chicago Manual of Style (16th Edition):

Busick, Matthew Douglas. “A Comparison of Video Modeling with Versus Without Play Narrations on Toy Play for Children with Autism Spectrum Disorder Who Demonstrate Delayed Echolalia.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed October 20, 2019. http://etd.library.vanderbilt.edu/available/etd-07092015-003443/ ;.

MLA Handbook (7th Edition):

Busick, Matthew Douglas. “A Comparison of Video Modeling with Versus Without Play Narrations on Toy Play for Children with Autism Spectrum Disorder Who Demonstrate Delayed Echolalia.” 2015. Web. 20 Oct 2019.

Vancouver:

Busick MD. A Comparison of Video Modeling with Versus Without Play Narrations on Toy Play for Children with Autism Spectrum Disorder Who Demonstrate Delayed Echolalia. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2019 Oct 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-07092015-003443/ ;.

Council of Science Editors:

Busick MD. A Comparison of Video Modeling with Versus Without Play Narrations on Toy Play for Children with Autism Spectrum Disorder Who Demonstrate Delayed Echolalia. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://etd.library.vanderbilt.edu/available/etd-07092015-003443/ ;

11. McDaniel, Jill Lynn. The Effect of N-acetylcysteine on Behavioral Extinction in Mice.

Degree: PhD, Special Education, 2011, Vanderbilt University

 The experiments conducted herein examine: (a) the effect of NAC on the extinction and reinstatement of positively reinforced operant behavior maintained by food and (b)… (more)

Subjects/Keywords: N-acetylcysteine; extinction; fixed ratio; mice; variable ratio; operant behavior

…protocols were approved by the Vanderbilt University Institutional Mouse Care and Use Committee… 

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APA (6th Edition):

McDaniel, J. L. (2011). The Effect of N-acetylcysteine on Behavioral Extinction in Mice. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-02172011-230712/ ;

Chicago Manual of Style (16th Edition):

McDaniel, Jill Lynn. “The Effect of N-acetylcysteine on Behavioral Extinction in Mice.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed October 20, 2019. http://etd.library.vanderbilt.edu/available/etd-02172011-230712/ ;.

MLA Handbook (7th Edition):

McDaniel, Jill Lynn. “The Effect of N-acetylcysteine on Behavioral Extinction in Mice.” 2011. Web. 20 Oct 2019.

Vancouver:

McDaniel JL. The Effect of N-acetylcysteine on Behavioral Extinction in Mice. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2019 Oct 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-02172011-230712/ ;.

Council of Science Editors:

McDaniel JL. The Effect of N-acetylcysteine on Behavioral Extinction in Mice. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://etd.library.vanderbilt.edu/available/etd-02172011-230712/ ;

12. Oliver, Regina M. Sustaining High Fidelity of Teacher Implemented Evidence-Based Practices: Performance Feedback with Self-Monitoring.

Degree: PhD, Special Education, 2011, Vanderbilt University

 ABSTRACT Improving student outcomes requires effective evidence-based instructional and behavioral practices, but successful adoption and sustainability of these practices by classroom teachers requires support. The… (more)

Subjects/Keywords: evidence-based practices; teacher support

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APA (6th Edition):

Oliver, R. M. (2011). Sustaining High Fidelity of Teacher Implemented Evidence-Based Practices: Performance Feedback with Self-Monitoring. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07182011-165811/ ;

Chicago Manual of Style (16th Edition):

Oliver, Regina M. “Sustaining High Fidelity of Teacher Implemented Evidence-Based Practices: Performance Feedback with Self-Monitoring.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed October 20, 2019. http://etd.library.vanderbilt.edu/available/etd-07182011-165811/ ;.

MLA Handbook (7th Edition):

Oliver, Regina M. “Sustaining High Fidelity of Teacher Implemented Evidence-Based Practices: Performance Feedback with Self-Monitoring.” 2011. Web. 20 Oct 2019.

Vancouver:

Oliver RM. Sustaining High Fidelity of Teacher Implemented Evidence-Based Practices: Performance Feedback with Self-Monitoring. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2019 Oct 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-07182011-165811/ ;.

Council of Science Editors:

Oliver RM. Sustaining High Fidelity of Teacher Implemented Evidence-Based Practices: Performance Feedback with Self-Monitoring. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://etd.library.vanderbilt.edu/available/etd-07182011-165811/ ;

13. Rogers, Leslie Ann. Effect of Self-regulated Strategy Development Story-writing Instruction: Adult School Volunteers in Action.

Degree: PhD, Special Education, 2010, Vanderbilt University

 A large majority of students continue to fall below basic writing levels in spite of the existence of effective supplemental writing treatments (e.g., Self-Regulated Strategy… (more)

Subjects/Keywords: writing; supplemental literacy instruction; strategy instruction; nonprofessional adult volunteers; elementary

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APA (6th Edition):

Rogers, L. A. (2010). Effect of Self-regulated Strategy Development Story-writing Instruction: Adult School Volunteers in Action. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-06092010-185516/ ;

Chicago Manual of Style (16th Edition):

Rogers, Leslie Ann. “Effect of Self-regulated Strategy Development Story-writing Instruction: Adult School Volunteers in Action.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed October 20, 2019. http://etd.library.vanderbilt.edu/available/etd-06092010-185516/ ;.

MLA Handbook (7th Edition):

Rogers, Leslie Ann. “Effect of Self-regulated Strategy Development Story-writing Instruction: Adult School Volunteers in Action.” 2010. Web. 20 Oct 2019.

Vancouver:

Rogers LA. Effect of Self-regulated Strategy Development Story-writing Instruction: Adult School Volunteers in Action. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2019 Oct 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-06092010-185516/ ;.

Council of Science Editors:

Rogers LA. Effect of Self-regulated Strategy Development Story-writing Instruction: Adult School Volunteers in Action. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://etd.library.vanderbilt.edu/available/etd-06092010-185516/ ;

14. Mason, Carolyn Quinlan. Mathematic Achievement of Youth in Juvenile Facilities.

Degree: PhD, Special Education, 2016, Vanderbilt University

 Youth in correctional facilities often exhibit low mathematical achievement, which may threaten their future independence. In order to build math literacy among youth in correctional… (more)

Subjects/Keywords: math in juvenile facilities; juvenile justice; math achievement; juvenile justice achievement

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APA (6th Edition):

Mason, C. Q. (2016). Mathematic Achievement of Youth in Juvenile Facilities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-11302016-201021/ ;

Chicago Manual of Style (16th Edition):

Mason, Carolyn Quinlan. “Mathematic Achievement of Youth in Juvenile Facilities.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed October 20, 2019. http://etd.library.vanderbilt.edu/available/etd-11302016-201021/ ;.

MLA Handbook (7th Edition):

Mason, Carolyn Quinlan. “Mathematic Achievement of Youth in Juvenile Facilities.” 2016. Web. 20 Oct 2019.

Vancouver:

Mason CQ. Mathematic Achievement of Youth in Juvenile Facilities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2019 Oct 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-11302016-201021/ ;.

Council of Science Editors:

Mason CQ. Mathematic Achievement of Youth in Juvenile Facilities. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://etd.library.vanderbilt.edu/available/etd-11302016-201021/ ;


Vanderbilt University

15. Little, Mary Annette. Self-regulated strategies development for improving the writing skills of students with internalizing behavior patterns and writing concerns.

Degree: PhD, Special Education, 2007, Vanderbilt University

 To date only a handful of studies have been conducted to investigate improving the writing skills of students with EBD and only 1 evaluating the… (more)

Subjects/Keywords: writing intervention; writing instruction; self-regulation; internalizing behavior; behavior disorders; writing concerns

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APA (6th Edition):

Little, M. A. (2007). Self-regulated strategies development for improving the writing skills of students with internalizing behavior patterns and writing concerns. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-04022007-132033/ ;

Chicago Manual of Style (16th Edition):

Little, Mary Annette. “Self-regulated strategies development for improving the writing skills of students with internalizing behavior patterns and writing concerns.” 2007. Doctoral Dissertation, Vanderbilt University. Accessed October 20, 2019. http://etd.library.vanderbilt.edu/available/etd-04022007-132033/ ;.

MLA Handbook (7th Edition):

Little, Mary Annette. “Self-regulated strategies development for improving the writing skills of students with internalizing behavior patterns and writing concerns.” 2007. Web. 20 Oct 2019.

Vancouver:

Little MA. Self-regulated strategies development for improving the writing skills of students with internalizing behavior patterns and writing concerns. [Internet] [Doctoral dissertation]. Vanderbilt University; 2007. [cited 2019 Oct 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-04022007-132033/ ;.

Council of Science Editors:

Little MA. Self-regulated strategies development for improving the writing skills of students with internalizing behavior patterns and writing concerns. [Doctoral Dissertation]. Vanderbilt University; 2007. Available from: http://etd.library.vanderbilt.edu/available/etd-04022007-132033/ ;


Vanderbilt University

16. Couppis, Maria Helena. Dopamine and the positively reinforcing properties of aggression.

Degree: PhD, Neuroscience, 2008, Vanderbilt University

 DOPAMINE AND THE POSITIVELY REINFORCING PROPERTIES OF AGGRESSION MARIA H. COUPPIS Dissertation under the direction of Professor Craig H. Kennedy Aggression is a necessary behavioral… (more)

Subjects/Keywords: behavior analysis; Doampine  – Physiological effect; aggression; prefrontal cortex; reward; nucleus accumbens; positive reinforcement; Reinforcement (Psychology); Aggressiveness  – Physiological aspects

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APA (6th Edition):

Couppis, M. H. (2008). Dopamine and the positively reinforcing properties of aggression. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-02152008-155534/ ;

Chicago Manual of Style (16th Edition):

Couppis, Maria Helena. “Dopamine and the positively reinforcing properties of aggression.” 2008. Doctoral Dissertation, Vanderbilt University. Accessed October 20, 2019. http://etd.library.vanderbilt.edu/available/etd-02152008-155534/ ;.

MLA Handbook (7th Edition):

Couppis, Maria Helena. “Dopamine and the positively reinforcing properties of aggression.” 2008. Web. 20 Oct 2019.

Vancouver:

Couppis MH. Dopamine and the positively reinforcing properties of aggression. [Internet] [Doctoral dissertation]. Vanderbilt University; 2008. [cited 2019 Oct 20]. Available from: http://etd.library.vanderbilt.edu/available/etd-02152008-155534/ ;.

Council of Science Editors:

Couppis MH. Dopamine and the positively reinforcing properties of aggression. [Doctoral Dissertation]. Vanderbilt University; 2008. Available from: http://etd.library.vanderbilt.edu/available/etd-02152008-155534/ ;

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