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You searched for +publisher:"Vanderbilt University" +contributor:("Paul Yoder"). Showing records 1 – 14 of 14 total matches.

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Vanderbilt University

1. Lloyd, Blair. Comparing Two Methods of Quantifying Response-Stimulus Relations: Contingency Space Analysis and Yule's Q.

Degree: MS, Special Education, 2011, Vanderbilt University

 Yule’s Q (YQ) and Contingency Space Analysis (CSA) are two methods of quantifying response-stimulus relations that have not been compared previously. YQ is a statistic… (more)

Subjects/Keywords: experimental analysis of behavior; measures of contingency; free-operant behavior

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APA (6th Edition):

Lloyd, B. (2011). Comparing Two Methods of Quantifying Response-Stimulus Relations: Contingency Space Analysis and Yule's Q. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12379

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lloyd, Blair. “Comparing Two Methods of Quantifying Response-Stimulus Relations: Contingency Space Analysis and Yule's Q.” 2011. Thesis, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/12379.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lloyd, Blair. “Comparing Two Methods of Quantifying Response-Stimulus Relations: Contingency Space Analysis and Yule's Q.” 2011. Web. 15 Apr 2021.

Vancouver:

Lloyd B. Comparing Two Methods of Quantifying Response-Stimulus Relations: Contingency Space Analysis and Yule's Q. [Internet] [Thesis]. Vanderbilt University; 2011. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/12379.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lloyd B. Comparing Two Methods of Quantifying Response-Stimulus Relations: Contingency Space Analysis and Yule's Q. [Thesis]. Vanderbilt University; 2011. Available from: http://hdl.handle.net/1803/12379

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Vanderbilt University

2. Davis, Tonia Nicole. Cross Modal Generalization of Receptive and Expressive Vocabulary in Children with Down Syndrome.

Degree: MS, Interdisciplinary Studies: Communication Disorders and Neurodevelopmental Disabilities, 2014, Vanderbilt University

 Children with Down syndrome (DS) display language deficits in expressive and receptive skills beyond what is predicted by nonlingusitic cognitive skills. Clinically, a ubiquitous presumption… (more)

Subjects/Keywords: expressive vocabulary; receptive vocabulary; generalization; Down syndrome

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APA (6th Edition):

Davis, T. N. (2014). Cross Modal Generalization of Receptive and Expressive Vocabulary in Children with Down Syndrome. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11212

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Davis, Tonia Nicole. “Cross Modal Generalization of Receptive and Expressive Vocabulary in Children with Down Syndrome.” 2014. Thesis, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/11212.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Davis, Tonia Nicole. “Cross Modal Generalization of Receptive and Expressive Vocabulary in Children with Down Syndrome.” 2014. Web. 15 Apr 2021.

Vancouver:

Davis TN. Cross Modal Generalization of Receptive and Expressive Vocabulary in Children with Down Syndrome. [Internet] [Thesis]. Vanderbilt University; 2014. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/11212.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Davis TN. Cross Modal Generalization of Receptive and Expressive Vocabulary in Children with Down Syndrome. [Thesis]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/11212

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Vanderbilt University

3. Gu, Chang. Auditory cortical narrowing to native speech: changes across development and implications for reading difficulty.

Degree: PhD, Psychology, 2014, Vanderbilt University

 An individual’s auditory cortical processing of speech sounds is substantially influenced by one’s native language experiences. Over the course of development, the brain becomes specialized… (more)

Subjects/Keywords: reading difficulty; brain-behavior correlation; auditory cortical narrowing; Mismatch Negativity

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APA (6th Edition):

Gu, C. (2014). Auditory cortical narrowing to native speech: changes across development and implications for reading difficulty. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14803

Chicago Manual of Style (16th Edition):

Gu, Chang. “Auditory cortical narrowing to native speech: changes across development and implications for reading difficulty.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/14803.

MLA Handbook (7th Edition):

Gu, Chang. “Auditory cortical narrowing to native speech: changes across development and implications for reading difficulty.” 2014. Web. 15 Apr 2021.

Vancouver:

Gu C. Auditory cortical narrowing to native speech: changes across development and implications for reading difficulty. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/14803.

Council of Science Editors:

Gu C. Auditory cortical narrowing to native speech: changes across development and implications for reading difficulty. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/14803


Vanderbilt University

4. Malesa, Elizabeth Eve. Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder.

Degree: MS, Psychology, 2015, Vanderbilt University

 This paper examines the relation between intentional communication (i.e., declaratives, imperatives) observed at 12-19 months and expressive language abilities observed one year subsequently, comparing younger… (more)

Subjects/Keywords: intentional communication; declaratives; siblings; autism; language

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APA (6th Edition):

Malesa, E. E. (2015). Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11102

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Malesa, Elizabeth Eve. “Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder.” 2015. Thesis, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/11102.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Malesa, Elizabeth Eve. “Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder.” 2015. Web. 15 Apr 2021.

Vancouver:

Malesa EE. Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder. [Internet] [Thesis]. Vanderbilt University; 2015. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/11102.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Malesa EE. Predicting expressive language abilities from early intentional communication in younger siblings of children with autism spectrum disorder. [Thesis]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/11102

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Vanderbilt University

5. Harbison, Amy Lynn. The Prediction of Vocabulary Level by Early Declarative and Imperative Communication Acts in Young Children with Autism Spectrum Disorders.

Degree: PhD, Special Education, 2019, Vanderbilt University

 Intentional communication is a correlate of later language in children with autism spectrum disorder (ASD). A meta-analysis on two pragmatic functions of intentional communication acts… (more)

Subjects/Keywords: parent responsiveness; early childhood

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APA (6th Edition):

Harbison, A. L. (2019). The Prediction of Vocabulary Level by Early Declarative and Imperative Communication Acts in Young Children with Autism Spectrum Disorders. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14495

Chicago Manual of Style (16th Edition):

Harbison, Amy Lynn. “The Prediction of Vocabulary Level by Early Declarative and Imperative Communication Acts in Young Children with Autism Spectrum Disorders.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/14495.

MLA Handbook (7th Edition):

Harbison, Amy Lynn. “The Prediction of Vocabulary Level by Early Declarative and Imperative Communication Acts in Young Children with Autism Spectrum Disorders.” 2019. Web. 15 Apr 2021.

Vancouver:

Harbison AL. The Prediction of Vocabulary Level by Early Declarative and Imperative Communication Acts in Young Children with Autism Spectrum Disorders. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/14495.

Council of Science Editors:

Harbison AL. The Prediction of Vocabulary Level by Early Declarative and Imperative Communication Acts in Young Children with Autism Spectrum Disorders. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/14495


Vanderbilt University

6. Su, Pumpki Lei. A Comparison of Prelinguistic Learning Environment of Children with and without Hearing Loss.

Degree: MS, Interdisciplinary Studies: Communication Disorders and Neurodevelopmental Disabilities, 2018, Vanderbilt University

 This study investigated the extent to which parental language input to children with hearing loss (HL) differs from input to children with typical hearing (TH).… (more)

Subjects/Keywords: Communication; Hearing Loss; Language Development; Parent Child Interaction

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APA (6th Edition):

Su, P. L. (2018). A Comparison of Prelinguistic Learning Environment of Children with and without Hearing Loss. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13501

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Su, Pumpki Lei. “A Comparison of Prelinguistic Learning Environment of Children with and without Hearing Loss.” 2018. Thesis, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/13501.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Su, Pumpki Lei. “A Comparison of Prelinguistic Learning Environment of Children with and without Hearing Loss.” 2018. Web. 15 Apr 2021.

Vancouver:

Su PL. A Comparison of Prelinguistic Learning Environment of Children with and without Hearing Loss. [Internet] [Thesis]. Vanderbilt University; 2018. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/13501.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Su PL. A Comparison of Prelinguistic Learning Environment of Children with and without Hearing Loss. [Thesis]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/13501

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Vanderbilt University

7. Lense, Miriam Diane. (A)musicality in Williams syndrome: Examining relationships among auditory perception, musical skill, and emotional responsiveness to music.

Degree: PhD, Psychology, 2013, Vanderbilt University

 Williams syndrome (WS) is a genetic, neurodevelopmental disorder that has been of interest to music cognition researchers because of its characteristic auditory sensitivities and emotional… (more)

Subjects/Keywords: pitch perception; amusia; music; Williams syndrome; auditory sensitivity

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APA (6th Edition):

Lense, M. D. (2013). (A)musicality in Williams syndrome: Examining relationships among auditory perception, musical skill, and emotional responsiveness to music. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12243

Chicago Manual of Style (16th Edition):

Lense, Miriam Diane. “(A)musicality in Williams syndrome: Examining relationships among auditory perception, musical skill, and emotional responsiveness to music.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/12243.

MLA Handbook (7th Edition):

Lense, Miriam Diane. “(A)musicality in Williams syndrome: Examining relationships among auditory perception, musical skill, and emotional responsiveness to music.” 2013. Web. 15 Apr 2021.

Vancouver:

Lense MD. (A)musicality in Williams syndrome: Examining relationships among auditory perception, musical skill, and emotional responsiveness to music. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/12243.

Council of Science Editors:

Lense MD. (A)musicality in Williams syndrome: Examining relationships among auditory perception, musical skill, and emotional responsiveness to music. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/12243


Vanderbilt University

8. 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://hdl.handle.net/1803/12784

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 April 15, 2021. http://hdl.handle.net/1803/12784.

MLA Handbook (7th Edition):

Lloyd, Blair Parker. “An Evaluation of Trial-based Functional Analyses in Classroom Settings.” 2013. Web. 15 Apr 2021.

Vancouver:

Lloyd BP. An Evaluation of Trial-based Functional Analyses in Classroom Settings. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/12784.

Council of Science Editors:

Lloyd BP. An Evaluation of Trial-based Functional Analyses in Classroom Settings. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/12784


Vanderbilt University

9. Lund, Emily Ann. Early Maternal Word-Learning Cues to Children with and without Cochlear Implants.

Degree: PhD, Hearing and Speech Sciences, 2013, Vanderbilt University

 Despite improvements in amplification technology, the vocabulary growth of children with cochlear implants lag behind that of typically developing children. Maternal input may influence opportunities… (more)

Subjects/Keywords: Cochlear Implants; Word Learning

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APA (6th Edition):

Lund, E. A. (2013). Early Maternal Word-Learning Cues to Children with and without Cochlear Implants. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14497

Chicago Manual of Style (16th Edition):

Lund, Emily Ann. “Early Maternal Word-Learning Cues to Children with and without Cochlear Implants.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/14497.

MLA Handbook (7th Edition):

Lund, Emily Ann. “Early Maternal Word-Learning Cues to Children with and without Cochlear Implants.” 2013. Web. 15 Apr 2021.

Vancouver:

Lund EA. Early Maternal Word-Learning Cues to Children with and without Cochlear Implants. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/14497.

Council of Science Editors:

Lund EA. Early Maternal Word-Learning Cues to Children with and without Cochlear Implants. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/14497


Vanderbilt University

10. Krimm, Hannah. An Exploration of Educator Linguistic Knowledge and Expertise.

Degree: PhD, Hearing and Speech Sciences, 2019, Vanderbilt University

 The purpose of this study was to objectively characterize speech-language pathologists’ (SLPs’) language science knowledge. We investigated language science knowledge in the domains of (a)… (more)

Subjects/Keywords: speech-language pathology; reading instruction; teacher education

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APA (6th Edition):

Krimm, H. (2019). An Exploration of Educator Linguistic Knowledge and Expertise. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10972

Chicago Manual of Style (16th Edition):

Krimm, Hannah. “An Exploration of Educator Linguistic Knowledge and Expertise.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/10972.

MLA Handbook (7th Edition):

Krimm, Hannah. “An Exploration of Educator Linguistic Knowledge and Expertise.” 2019. Web. 15 Apr 2021.

Vancouver:

Krimm H. An Exploration of Educator Linguistic Knowledge and Expertise. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/10972.

Council of Science Editors:

Krimm H. An Exploration of Educator Linguistic Knowledge and Expertise. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/10972


Vanderbilt University

11. Woynaroski, Tiffany G. The Stability and Validity of Automated Vocal Analysis in Preschoolers with Autism Spectrum Disorder in the Early Stages of Language Development.

Degree: PhD, Hearing and Speech Sciences, 2014, Vanderbilt University

 HEARING AND SPEECH SCIENCES The Stability and Validity of Automated Vocal Analysis in Preschoolers with Autism Spectrum Disorder in the Early Stages of Language Development… (more)

Subjects/Keywords: predictors; LENA; automated vocal analysis; autism; language; useful speech

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APA (6th Edition):

Woynaroski, T. G. (2014). The Stability and Validity of Automated Vocal Analysis in Preschoolers with Autism Spectrum Disorder in the Early Stages of Language Development. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14805

Chicago Manual of Style (16th Edition):

Woynaroski, Tiffany G. “The Stability and Validity of Automated Vocal Analysis in Preschoolers with Autism Spectrum Disorder in the Early Stages of Language Development.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/14805.

MLA Handbook (7th Edition):

Woynaroski, Tiffany G. “The Stability and Validity of Automated Vocal Analysis in Preschoolers with Autism Spectrum Disorder in the Early Stages of Language Development.” 2014. Web. 15 Apr 2021.

Vancouver:

Woynaroski TG. The Stability and Validity of Automated Vocal Analysis in Preschoolers with Autism Spectrum Disorder in the Early Stages of Language Development. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/14805.

Council of Science Editors:

Woynaroski TG. The Stability and Validity of Automated Vocal Analysis in Preschoolers with Autism Spectrum Disorder in the Early Stages of Language Development. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/14805


Vanderbilt University

12. Sandbank, Micheal Paige. The Psychometrics of Several Neural Measures of Lexical Access in Children with Autism.

Degree: PhD, Special Education, 2015, Vanderbilt University

 Lexical access, the cognitive process of finding a word in one’s mental lexicon (part of the process of word recognition), is an important part of… (more)

Subjects/Keywords: validity; autism; lexical access; event related potentials

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APA (6th Edition):

Sandbank, M. P. (2015). The Psychometrics of Several Neural Measures of Lexical Access in Children with Autism. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11135

Chicago Manual of Style (16th Edition):

Sandbank, Micheal Paige. “The Psychometrics of Several Neural Measures of Lexical Access in Children with Autism.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/11135.

MLA Handbook (7th Edition):

Sandbank, Micheal Paige. “The Psychometrics of Several Neural Measures of Lexical Access in Children with Autism.” 2015. Web. 15 Apr 2021.

Vancouver:

Sandbank MP. The Psychometrics of Several Neural Measures of Lexical Access in Children with Autism. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/11135.

Council of Science Editors:

Sandbank MP. The Psychometrics of Several Neural Measures of Lexical Access in Children with Autism. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://hdl.handle.net/1803/11135


Vanderbilt University

13. Malesa, Elizabeth. Predicting language and social outcomes at age 5 of younger siblings of children with autism spectrum disorders.

Degree: PhD, Psychology, 2010, Vanderbilt University

 This paper examines the relation between early joint attention and later language and social outcomes observed in younger siblings of children with autism spectrum disorder… (more)

Subjects/Keywords: Language; Joint attention; Autism; ASD; Siblings; Social skills

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

APA (6th Edition):

Malesa, E. (2010). Predicting language and social outcomes at age 5 of younger siblings of children with autism spectrum disorders. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12835

Chicago Manual of Style (16th Edition):

Malesa, Elizabeth. “Predicting language and social outcomes at age 5 of younger siblings of children with autism spectrum disorders.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/12835.

MLA Handbook (7th Edition):

Malesa, Elizabeth. “Predicting language and social outcomes at age 5 of younger siblings of children with autism spectrum disorders.” 2010. Web. 15 Apr 2021.

Vancouver:

Malesa E. Predicting language and social outcomes at age 5 of younger siblings of children with autism spectrum disorders. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/12835.

Council of Science Editors:

Malesa E. Predicting language and social outcomes at age 5 of younger siblings of children with autism spectrum disorders. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://hdl.handle.net/1803/12835


Vanderbilt University

14. Turner, Lauren M. Social and nonsocial orienting in young children with autism, developmental disorders, and typical development.

Degree: PhD, Psychology, 2005, Vanderbilt University

 A measure of social and nonsocial orienting, the Dyadic Orienting Test (DOT), was developed for use with young children. Using this measure, social and nonsocial… (more)

Subjects/Keywords: autism; social orienting; social development; language development; joint attention

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APA (6th Edition):

Turner, L. M. (2005). Social and nonsocial orienting in young children with autism, developmental disorders, and typical development. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12597

Chicago Manual of Style (16th Edition):

Turner, Lauren M. “Social and nonsocial orienting in young children with autism, developmental disorders, and typical development.” 2005. Doctoral Dissertation, Vanderbilt University. Accessed April 15, 2021. http://hdl.handle.net/1803/12597.

MLA Handbook (7th Edition):

Turner, Lauren M. “Social and nonsocial orienting in young children with autism, developmental disorders, and typical development.” 2005. Web. 15 Apr 2021.

Vancouver:

Turner LM. Social and nonsocial orienting in young children with autism, developmental disorders, and typical development. [Internet] [Doctoral dissertation]. Vanderbilt University; 2005. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1803/12597.

Council of Science Editors:

Turner LM. Social and nonsocial orienting in young children with autism, developmental disorders, and typical development. [Doctoral Dissertation]. Vanderbilt University; 2005. Available from: http://hdl.handle.net/1803/12597

.