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You searched for subject:(Behavior disorders in children Study AND teaching ). Showing records 1 – 30 of 17757 total matches.

[1] [2] [3] [4] [5] … [592]

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University of North Texas

1. Wanyonyi-Short, Maureen N. Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency.

Degree: 2010, University of North Texas

 This study investigated educators' perceptions of the importance of competencies for teachers of students with emotional and behavioral disorders and their own proficiency in the… (more)

Subjects/Keywords: Competences; emotional disorders; behavioral disorders; teachers; Teachers of problem children  – Training of.; Problem children  – Education.; Behavior disorders in children  – Study and teaching.

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

APA (6th Edition):

Wanyonyi-Short, M. N. (2010). Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33210/

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):

Wanyonyi-Short, Maureen N. “Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency.” 2010. Thesis, University of North Texas. Accessed October 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc33210/.

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

MLA Handbook (7th Edition):

Wanyonyi-Short, Maureen N. “Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency.” 2010. Web. 22 Oct 2019.

Vancouver:

Wanyonyi-Short MN. Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Oct 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33210/.

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

Council of Science Editors:

Wanyonyi-Short MN. Educators' Perceptions of the Importance of Selected Competencies for Teachers of Students with Emotional and Behavioral Disorders and their Perceptions of Personal Proficiency. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33210/

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

2. Jo, Alex. The impact of Classwide Peer Tutoring for students with emotional or behavior disorders.

Degree: 2015, SUNY College at Fredonia

 This study investigated how ClassWide Peer Tutoring can be effective for students with Emotional or Behavioral Disorders. This research was a quantitative study and followed… (more)

Subjects/Keywords: Peer teaching.; Mathematics  – Study and teaching  – Research.; Behavior disorders in children.; Academic achievement  – United States  – Case studies.; Inclusive education.

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APA (6th Edition):

Jo, A. (2015). The impact of Classwide Peer Tutoring for students with emotional or behavior disorders. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65750

Chicago Manual of Style (16th Edition):

Jo, Alex. “The impact of Classwide Peer Tutoring for students with emotional or behavior disorders. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed October 22, 2019. http://hdl.handle.net/1951/65750.

MLA Handbook (7th Edition):

Jo, Alex. “The impact of Classwide Peer Tutoring for students with emotional or behavior disorders. ” 2015. Web. 22 Oct 2019.

Vancouver:

Jo A. The impact of Classwide Peer Tutoring for students with emotional or behavior disorders. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1951/65750.

Council of Science Editors:

Jo A. The impact of Classwide Peer Tutoring for students with emotional or behavior disorders. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65750

3. Calhoun, Angela B. Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders .

Degree: 2011, Drake U

 The purpose of this pre-experimental study was to determine the impact of targeted social skills instruction for 30 secondary students with Emotional/Behavior Disorders. Students participated… (more)

Subjects/Keywords: Behavior disorders in adolescence; Social skills in adolescence – Instruction and study; Chidren with social disabilities – Study and teaching; Children with mental disabilities – Study and teaching

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APA (6th Edition):

Calhoun, A. B. (2011). Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1619

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):

Calhoun, Angela B. “Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders .” 2011. Thesis, Drake U. Accessed October 22, 2019. http://hdl.handle.net/2092/1619.

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

MLA Handbook (7th Edition):

Calhoun, Angela B. “Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders .” 2011. Web. 22 Oct 2019.

Vancouver:

Calhoun AB. Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders . [Internet] [Thesis]. Drake U; 2011. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2092/1619.

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

Council of Science Editors:

Calhoun AB. Targeted Social Skills Instruction For Secondary Students With Emotional/Behavior Disorders . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1619

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


University of Wisconsin – Stout

4. Dodge, Beth. A literature review of social skills training interventions for students with emotional/behavioral disorders.

Degree: 2008, University of Wisconsin – Stout

Subjects/Keywords: Behavior disorders in children; Behavior disorders in adolescence; Social skills – Study and teaching

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APA (6th Edition):

Dodge, B. (2008). A literature review of social skills training interventions for students with emotional/behavioral disorders. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2008/2008dodgeb.pdf ; http://digital.library.wisc.edu/1793/42585

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):

Dodge, Beth. “A literature review of social skills training interventions for students with emotional/behavioral disorders.” 2008. Thesis, University of Wisconsin – Stout. Accessed October 22, 2019. http://www.uwstout.edu/lib/thesis/2008/2008dodgeb.pdf ; http://digital.library.wisc.edu/1793/42585.

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

MLA Handbook (7th Edition):

Dodge, Beth. “A literature review of social skills training interventions for students with emotional/behavioral disorders.” 2008. Web. 22 Oct 2019.

Vancouver:

Dodge B. A literature review of social skills training interventions for students with emotional/behavioral disorders. [Internet] [Thesis]. University of Wisconsin – Stout; 2008. [cited 2019 Oct 22]. Available from: http://www.uwstout.edu/lib/thesis/2008/2008dodgeb.pdf ; http://digital.library.wisc.edu/1793/42585.

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

Council of Science Editors:

Dodge B. A literature review of social skills training interventions for students with emotional/behavioral disorders. [Thesis]. University of Wisconsin – Stout; 2008. Available from: http://www.uwstout.edu/lib/thesis/2008/2008dodgeb.pdf ; http://digital.library.wisc.edu/1793/42585

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


East Carolina University

5. Scott, Emma. Generalization of Social Skills Training on Disruptive Classroom Behavior.

Degree: 2013, East Carolina University

Children who exhibit problematic levels of disruptive behavior frequently also present with social skills deficits and poor social relationships. The degree to which children establish… (more)

Subjects/Keywords: Psychology; Behavioral sciences; Alternating treatments design; Contingent reinforcement; Disruptive behavior; Generalization; Social skills training; Social skills in children; Social skills – Study and teaching; Behavior disorders in children; Classroom environment

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

APA (6th Edition):

Scott, E. (2013). Generalization of Social Skills Training on Disruptive Classroom Behavior. (Thesis). East Carolina University. Retrieved from http://hdl.handle.net/10342/4340

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):

Scott, Emma. “Generalization of Social Skills Training on Disruptive Classroom Behavior.” 2013. Thesis, East Carolina University. Accessed October 22, 2019. http://hdl.handle.net/10342/4340.

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

MLA Handbook (7th Edition):

Scott, Emma. “Generalization of Social Skills Training on Disruptive Classroom Behavior.” 2013. Web. 22 Oct 2019.

Vancouver:

Scott E. Generalization of Social Skills Training on Disruptive Classroom Behavior. [Internet] [Thesis]. East Carolina University; 2013. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10342/4340.

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

Council of Science Editors:

Scott E. Generalization of Social Skills Training on Disruptive Classroom Behavior. [Thesis]. East Carolina University; 2013. Available from: http://hdl.handle.net/10342/4340

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


University of North Texas

6. Wilhite, Shannon. Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus.

Degree: 2010, University of North Texas

 Approximately 20% of students with emotional and behavioral disorders (E/BD) are sent to an alternative campus for their lack of social competence. Social skills training… (more)

Subjects/Keywords: Emotional and behavioral disorders; alternative school; social skills training; Why Try program; Problem children  – Education.; Behavior disorders in children.; Social skills in children  – Study and teaching.; Social skills in adolescence  – Study and teaching.

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

APA (6th Edition):

Wilhite, S. (2010). Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33212/

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):

Wilhite, Shannon. “Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus.” 2010. Thesis, University of North Texas. Accessed October 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc33212/.

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

MLA Handbook (7th Edition):

Wilhite, Shannon. “Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus.” 2010. Web. 22 Oct 2019.

Vancouver:

Wilhite S. Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Oct 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33212/.

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

Council of Science Editors:

Wilhite S. Effects of the Why Try Social Skills Program on Students with Emotional and Behavioral Disorders at an Alternative Campus. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33212/

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


University of North Texas

7. Chen, Kaili. Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through Twelve Years: A Combination of a Literature-Based Curriculum and Telecommunications.

Degree: 2004, University of North Texas

 Researchers have noted that by providing formal and informal social skills training (SST), the school can become a potential optimal setting that fosters the development… (more)

Subjects/Keywords: Adjustment disorders in children  – Treatment.; Behavior disorders in children  – Treatment.; Social skills in children  – Study and teaching.; behavioral disorders; social skills; telecommunications; emotional disorders

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APA (6th Edition):

Chen, K. (2004). Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through Twelve Years: A Combination of a Literature-Based Curriculum and Telecommunications. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4466/

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):

Chen, Kaili. “Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through Twelve Years: A Combination of a Literature-Based Curriculum and Telecommunications.” 2004. Thesis, University of North Texas. Accessed October 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc4466/.

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

MLA Handbook (7th Edition):

Chen, Kaili. “Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through Twelve Years: A Combination of a Literature-Based Curriculum and Telecommunications.” 2004. Web. 22 Oct 2019.

Vancouver:

Chen K. Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through Twelve Years: A Combination of a Literature-Based Curriculum and Telecommunications. [Internet] [Thesis]. University of North Texas; 2004. [cited 2019 Oct 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4466/.

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

Council of Science Editors:

Chen K. Social Skills Intervention for Students with Emotional/Behavioral Disorders Aged Six through Twelve Years: A Combination of a Literature-Based Curriculum and Telecommunications. [Thesis]. University of North Texas; 2004. Available from: https://digital.library.unt.edu/ark:/67531/metadc4466/

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


University of Johannesburg

8. Ipland, Christiaan Heronimus. Riglyne vir 'n begeleidingsprogram aan ouers van gedragsgeremde leerlinge in multikulturele skole.

Degree: 2014, University of Johannesburg

M.Ed. (Multiculturalism and Education)

It appears that much research has been done in the past on parent education, but with the emphasis on the white… (more)

Subjects/Keywords: Parenting - Study and teaching - South Africa; Multicultural education - South Africa; People with social disabilities - Family relationships - Research - South Africa; Behavior disorders in children - Research - South Africa - Johannesburg

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APA (6th Edition):

Ipland, C. H. (2014). Riglyne vir 'n begeleidingsprogram aan ouers van gedragsgeremde leerlinge in multikulturele skole. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10160

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):

Ipland, Christiaan Heronimus. “Riglyne vir 'n begeleidingsprogram aan ouers van gedragsgeremde leerlinge in multikulturele skole.” 2014. Thesis, University of Johannesburg. Accessed October 22, 2019. http://hdl.handle.net/10210/10160.

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

MLA Handbook (7th Edition):

Ipland, Christiaan Heronimus. “Riglyne vir 'n begeleidingsprogram aan ouers van gedragsgeremde leerlinge in multikulturele skole.” 2014. Web. 22 Oct 2019.

Vancouver:

Ipland CH. Riglyne vir 'n begeleidingsprogram aan ouers van gedragsgeremde leerlinge in multikulturele skole. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10210/10160.

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

Council of Science Editors:

Ipland CH. Riglyne vir 'n begeleidingsprogram aan ouers van gedragsgeremde leerlinge in multikulturele skole. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10160

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


Portland State University

9. Powers, Brooke Leann. Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports.

Degree: MS(M.S.) in Speech and Hearing Sciences, Speech and Hearing Sciences, 2010, Portland State University

  Many bilingual Spanish-English preschool aged children are impacted by speech sound disorders; and research has shown that bilingual speech sound systems develop differently than… (more)

Subjects/Keywords: Bilingualism in children; Speech disorders in children  – Evaluation; Preschool children  – Language  – Study and teaching  – Bilingual method

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

APA (6th Edition):

Powers, B. L. (2010). Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports. (Masters Thesis). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/337

Chicago Manual of Style (16th Edition):

Powers, Brooke Leann. “Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports.” 2010. Masters Thesis, Portland State University. Accessed October 22, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/337.

MLA Handbook (7th Edition):

Powers, Brooke Leann. “Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports.” 2010. Web. 22 Oct 2019.

Vancouver:

Powers BL. Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports. [Internet] [Masters thesis]. Portland State University; 2010. [cited 2019 Oct 22]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/337.

Council of Science Editors:

Powers BL. Bilingual Spanish-English Speaking 4-Year-Old-Children: English Normative Data and Correlations with Parent Reports. [Masters Thesis]. Portland State University; 2010. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/337


Massey University

10. McGrath, Zelda. The role of functional behaviour assessment in early childhood education : supporting teachers to manage challenging behaviours in the classroom.

Degree: Masters, Educational Psychology, 2018, Massey University

 This research looks to explore the use of functional behaviour assessment (FBA) within early childhood education (ECE) settings, as employed by teaching staff themselves. Although… (more)

Subjects/Keywords: Behavior disorders in children  – New Zealand  – Study and teaching; Early childhood teachers  – In-service training  – New Zealand; Problem children  – Education (Preschool)  – New Zealand; Problem children  – Functional assessment; Preschool children  – Psychological testing; Behavioral assessment

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

APA (6th Edition):

McGrath, Z. (2018). The role of functional behaviour assessment in early childhood education : supporting teachers to manage challenging behaviours in the classroom. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/14447

Chicago Manual of Style (16th Edition):

McGrath, Zelda. “The role of functional behaviour assessment in early childhood education : supporting teachers to manage challenging behaviours in the classroom.” 2018. Masters Thesis, Massey University. Accessed October 22, 2019. http://hdl.handle.net/10179/14447.

MLA Handbook (7th Edition):

McGrath, Zelda. “The role of functional behaviour assessment in early childhood education : supporting teachers to manage challenging behaviours in the classroom.” 2018. Web. 22 Oct 2019.

Vancouver:

McGrath Z. The role of functional behaviour assessment in early childhood education : supporting teachers to manage challenging behaviours in the classroom. [Internet] [Masters thesis]. Massey University; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10179/14447.

Council of Science Editors:

McGrath Z. The role of functional behaviour assessment in early childhood education : supporting teachers to manage challenging behaviours in the classroom. [Masters Thesis]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14447


University of North Carolina – Greensboro

11. Barker, Ayrora Fain. The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays.

Degree: 2016, University of North Carolina – Greensboro

 Being able to communicate one’s wants and needs is an essential step in typical language development. However, children with diagnosed language delays, which constitute approximately… (more)

Subjects/Keywords: Sign language – Study and teaching (Early childhood); Language acquisition – Parent participation; Nonverbal communication in children; Language disorders in children; Toddlers – Language

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

APA (6th Edition):

Barker, A. F. (2016). The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19410

Chicago Manual of Style (16th Edition):

Barker, Ayrora Fain. “The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed October 22, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19410.

MLA Handbook (7th Edition):

Barker, Ayrora Fain. “The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays.” 2016. Web. 22 Oct 2019.

Vancouver:

Barker AF. The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Oct 22]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19410.

Council of Science Editors:

Barker AF. The effects of a parent implemented infant signing intervention on communication skills for young hearing children with diagnosed language delays. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19410


Portland State University

12. Waters, Anna Jeddeloh. Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication.

Degree: Doctor of Education (EdD) in Educational Leadership: Curriculum and Instruction, Curriculum & Instruction, 2013, Portland State University

  Research has identified language impairment as a pervasive disability (Bishop & Edmundson, 1987; Greenhalgh & Strong, 2001). Classroom communication behaviors have a role in… (more)

Subjects/Keywords: Specific language impairment in children  – Study and teaching (Elementary); Language disorders in children  – Study and teaching (Elementary); Communicative disorders in children  – Study and teaching (Elementary); Educational Leadership; Special Education and Teaching

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

APA (6th Edition):

Waters, A. J. (2013). Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication. (Doctoral Dissertation). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/1030

Chicago Manual of Style (16th Edition):

Waters, Anna Jeddeloh. “Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication.” 2013. Doctoral Dissertation, Portland State University. Accessed October 22, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/1030.

MLA Handbook (7th Edition):

Waters, Anna Jeddeloh. “Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication.” 2013. Web. 22 Oct 2019.

Vancouver:

Waters AJ. Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication. [Internet] [Doctoral dissertation]. Portland State University; 2013. [cited 2019 Oct 22]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/1030.

Council of Science Editors:

Waters AJ. Understanding Pervasive Language Impairment in Young Children: Exploring Patterns in Narrative Language and Functional Communication. [Doctoral Dissertation]. Portland State University; 2013. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/1030

13. Johnson, Varotta Mi'Chele. Do pull-out programs create a mirage of long-term results for at-risk youth?.

Degree: 2010, University of Northern Iowa

1 PDF file (vi, 61 pages) Advisors/Committee Members: Charlotte M. Haselhuhn.

Subjects/Keywords: Concentrated study; Problem children  – Education (Middle school)  – Middle West; Behavior disorders in children; Education  – Experimental methods; Project method in teaching

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APA (6th Edition):

Johnson, V. M. (2010). Do pull-out programs create a mirage of long-term results for at-risk youth?. (Thesis). University of Northern Iowa. Retrieved from https://scholarworks.uni.edu/etd/451

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):

Johnson, Varotta Mi'Chele. “Do pull-out programs create a mirage of long-term results for at-risk youth?.” 2010. Thesis, University of Northern Iowa. Accessed October 22, 2019. https://scholarworks.uni.edu/etd/451.

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

MLA Handbook (7th Edition):

Johnson, Varotta Mi'Chele. “Do pull-out programs create a mirage of long-term results for at-risk youth?.” 2010. Web. 22 Oct 2019.

Vancouver:

Johnson VM. Do pull-out programs create a mirage of long-term results for at-risk youth?. [Internet] [Thesis]. University of Northern Iowa; 2010. [cited 2019 Oct 22]. Available from: https://scholarworks.uni.edu/etd/451.

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

Council of Science Editors:

Johnson VM. Do pull-out programs create a mirage of long-term results for at-risk youth?. [Thesis]. University of Northern Iowa; 2010. Available from: https://scholarworks.uni.edu/etd/451

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

14. Zetocha, Kimberlee J. Applied behavioral self-control intevention for impulsive preschoolers.

Degree: PhD, Philosophy & Religion, 2009, University of North Dakota

  The present study evaluated the effectiveness of a 12 week school-based behavioral intervention with preschoolers age 4 to 5 with self-control problems. Teachers were… (more)

Subjects/Keywords: Self-control in children; Behavioral assessment of children; Social skills  – Study and teaching; Classroom management; Behavior modification; Discipline of children; Psychology

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

APA (6th Edition):

Zetocha, K. J. (2009). Applied behavioral self-control intevention for impulsive preschoolers. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/790

Chicago Manual of Style (16th Edition):

Zetocha, Kimberlee J. “Applied behavioral self-control intevention for impulsive preschoolers.” 2009. Doctoral Dissertation, University of North Dakota. Accessed October 22, 2019. https://commons.und.edu/theses/790.

MLA Handbook (7th Edition):

Zetocha, Kimberlee J. “Applied behavioral self-control intevention for impulsive preschoolers.” 2009. Web. 22 Oct 2019.

Vancouver:

Zetocha KJ. Applied behavioral self-control intevention for impulsive preschoolers. [Internet] [Doctoral dissertation]. University of North Dakota; 2009. [cited 2019 Oct 22]. Available from: https://commons.und.edu/theses/790.

Council of Science Editors:

Zetocha KJ. Applied behavioral self-control intevention for impulsive preschoolers. [Doctoral Dissertation]. University of North Dakota; 2009. Available from: https://commons.und.edu/theses/790


University of Arizona

15. Lewis, Roberta, 1949-. Benefits of an adapted discipline based art education program for behaviorally disordered public school students .

Degree: 1988, University of Arizona

 This thesis examines the significance of the study of art, specifically discipline-based art education, for behaviorally disordered public school students. A brief description of the… (more)

Subjects/Keywords: Art  – Study and teaching (Secondary); Behavior disorders in children.; Problem children  – Education.; Art therapy for teenagers.

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

APA (6th Edition):

Lewis, Roberta, 1. (1988). Benefits of an adapted discipline based art education program for behaviorally disordered public school students . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/276773

Chicago Manual of Style (16th Edition):

Lewis, Roberta, 1949-. “Benefits of an adapted discipline based art education program for behaviorally disordered public school students .” 1988. Masters Thesis, University of Arizona. Accessed October 22, 2019. http://hdl.handle.net/10150/276773.

MLA Handbook (7th Edition):

Lewis, Roberta, 1949-. “Benefits of an adapted discipline based art education program for behaviorally disordered public school students .” 1988. Web. 22 Oct 2019.

Vancouver:

Lewis, Roberta 1. Benefits of an adapted discipline based art education program for behaviorally disordered public school students . [Internet] [Masters thesis]. University of Arizona; 1988. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10150/276773.

Council of Science Editors:

Lewis, Roberta 1. Benefits of an adapted discipline based art education program for behaviorally disordered public school students . [Masters Thesis]. University of Arizona; 1988. Available from: http://hdl.handle.net/10150/276773


Massey University

16. McGovern, Evanni. Teachers’ perceptions of their ongoing implementation of the Incredible Years Teacher Classroom Management Programme : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, Albany, New Zealand .

Degree: 2018, Massey University

 Children’s challenging behaviour has the potential to have long-term and widespread detrimental impacts on their academic success and wellbeing (Church, 2003). In order to manage… (more)

Subjects/Keywords: Incredible Years Teacher Programme (N.Z.); Classroom management  – New Zealand; Behavior disorders in children  – New Zealand  – Study and teaching; Elementary school teachers  – New Zealand  – Attitudes; Elementary school teachers  – In-service training  – New Zealand

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

APA (6th Edition):

McGovern, E. (2018). Teachers’ perceptions of their ongoing implementation of the Incredible Years Teacher Classroom Management Programme : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, Albany, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/14536

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):

McGovern, Evanni. “Teachers’ perceptions of their ongoing implementation of the Incredible Years Teacher Classroom Management Programme : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, Albany, New Zealand .” 2018. Thesis, Massey University. Accessed October 22, 2019. http://hdl.handle.net/10179/14536.

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

MLA Handbook (7th Edition):

McGovern, Evanni. “Teachers’ perceptions of their ongoing implementation of the Incredible Years Teacher Classroom Management Programme : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, Albany, New Zealand .” 2018. Web. 22 Oct 2019.

Vancouver:

McGovern E. Teachers’ perceptions of their ongoing implementation of the Incredible Years Teacher Classroom Management Programme : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, Albany, New Zealand . [Internet] [Thesis]. Massey University; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10179/14536.

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

Council of Science Editors:

McGovern E. Teachers’ perceptions of their ongoing implementation of the Incredible Years Teacher Classroom Management Programme : a thesis presented in partial fulfilment of the requirements for the Master of Educational Psychology at Massey University, Albany, New Zealand . [Thesis]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14536

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


University of Johannesburg

17. Mays, Jaidan Leigh. Effects of Edublox training versus Edublox training combined with cervical spinal manipulative therapy on visual memory.

Degree: 2014, University of Johannesburg

M.Tech. (Chiropractic)

Brain hibernation or cerebral dysfunction theory is the diminishing of brain function due to poor blood flow as a result of compression of… (more)

Subjects/Keywords: Memory - Study and teaching; Memory - Physiological aspects; Spinal adjustment; Visual perception; Memory disorders in children - Chiropractic treatment; Edublox training

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

APA (6th Edition):

Mays, J. L. (2014). Effects of Edublox training versus Edublox training combined with cervical spinal manipulative therapy on visual memory. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9648

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):

Mays, Jaidan Leigh. “Effects of Edublox training versus Edublox training combined with cervical spinal manipulative therapy on visual memory.” 2014. Thesis, University of Johannesburg. Accessed October 22, 2019. http://hdl.handle.net/10210/9648.

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

MLA Handbook (7th Edition):

Mays, Jaidan Leigh. “Effects of Edublox training versus Edublox training combined with cervical spinal manipulative therapy on visual memory.” 2014. Web. 22 Oct 2019.

Vancouver:

Mays JL. Effects of Edublox training versus Edublox training combined with cervical spinal manipulative therapy on visual memory. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10210/9648.

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

Council of Science Editors:

Mays JL. Effects of Edublox training versus Edublox training combined with cervical spinal manipulative therapy on visual memory. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9648

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


Northeastern University

18. Foster-Sanda, Suzanne M. Enhancing the play and commenting abilities of toddlers with autism spectrum disorders through caregiver-implemented teaching of play.

Degree: PhD, Department of Counseling and Applied Educational Psychology, 2014, Northeastern University

Children are being diagnosed with autism spectrum disorders (ASD) more frequently and at younger ages, with a growing number of toddlers receiving ASD diagnoses and… (more)

Subjects/Keywords: autism spectrum disorders; caregiver-delivered interventions; early intervention; language development; play intervention; toddlers; Autism spectrum disorders in children; Autistic children; Education (Preschool); Autism spectrum disorders; Diagnosis; Play therapy; Autistic children; Language; Social skills in children; Study and teaching; Toddlers; Development

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

APA (6th Edition):

Foster-Sanda, S. M. (2014). Enhancing the play and commenting abilities of toddlers with autism spectrum disorders through caregiver-implemented teaching of play. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20196855

Chicago Manual of Style (16th Edition):

Foster-Sanda, Suzanne M. “Enhancing the play and commenting abilities of toddlers with autism spectrum disorders through caregiver-implemented teaching of play.” 2014. Doctoral Dissertation, Northeastern University. Accessed October 22, 2019. http://hdl.handle.net/2047/D20196855.

MLA Handbook (7th Edition):

Foster-Sanda, Suzanne M. “Enhancing the play and commenting abilities of toddlers with autism spectrum disorders through caregiver-implemented teaching of play.” 2014. Web. 22 Oct 2019.

Vancouver:

Foster-Sanda SM. Enhancing the play and commenting abilities of toddlers with autism spectrum disorders through caregiver-implemented teaching of play. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2047/D20196855.

Council of Science Editors:

Foster-Sanda SM. Enhancing the play and commenting abilities of toddlers with autism spectrum disorders through caregiver-implemented teaching of play. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/D20196855


Marshall University

19. Smart, Matthew Joseph. ED/BD eligibility related to gender and community size in West Virginia|ED/BD Eligibility Related to Gender and Community Size in West Virginia.

Degree: 2010, Marshall University

 Over-representation of males in special education is an area of concern. Research studies have confirmed West Virginia as one of the states having the highest… (more)

Subjects/Keywords: <; p>; Behavior disorders in children  – Study and teaching  – West Virginia.<; /p>; <; p>; Sex discrimination in education  – West Virginia.<; /p>; <; p>; Students with disabilities  – West Virginia.<; /p>;

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

APA (6th Edition):

Smart, M. J. (2010). ED/BD eligibility related to gender and community size in West Virginia|ED/BD Eligibility Related to Gender and Community Size in West Virginia. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/851

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):

Smart, Matthew Joseph. “ED/BD eligibility related to gender and community size in West Virginia|ED/BD Eligibility Related to Gender and Community Size in West Virginia.” 2010. Thesis, Marshall University. Accessed October 22, 2019. http://mds.marshall.edu/etd/851.

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

MLA Handbook (7th Edition):

Smart, Matthew Joseph. “ED/BD eligibility related to gender and community size in West Virginia|ED/BD Eligibility Related to Gender and Community Size in West Virginia.” 2010. Web. 22 Oct 2019.

Vancouver:

Smart MJ. ED/BD eligibility related to gender and community size in West Virginia|ED/BD Eligibility Related to Gender and Community Size in West Virginia. [Internet] [Thesis]. Marshall University; 2010. [cited 2019 Oct 22]. Available from: http://mds.marshall.edu/etd/851.

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

Council of Science Editors:

Smart MJ. ED/BD eligibility related to gender and community size in West Virginia|ED/BD Eligibility Related to Gender and Community Size in West Virginia. [Thesis]. Marshall University; 2010. Available from: http://mds.marshall.edu/etd/851

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


University of North Texas

20. Eason, Lindsey R. Computer Assisted Instruction to Improve Theory of Mind in Children with Autism.

Degree: 2014, University of North Texas

Children with autism spectrum disorder (ASD) show significant deficits in communication, emotion recognition, perspective taking, and social skills. One intervention gaining increased attention is the… (more)

Subjects/Keywords: Autism; computer assisted instruction; theory of mind; mind-reading skills; technology-based interventions; Children with autism spectrum disorders  – Education.; Autistic children  – Education.; Social skills in children  – Study and teaching.

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

APA (6th Edition):

Eason, L. R. (2014). Computer Assisted Instruction to Improve Theory of Mind in Children with Autism. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699860/

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):

Eason, Lindsey R. “Computer Assisted Instruction to Improve Theory of Mind in Children with Autism.” 2014. Thesis, University of North Texas. Accessed October 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc699860/.

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

MLA Handbook (7th Edition):

Eason, Lindsey R. “Computer Assisted Instruction to Improve Theory of Mind in Children with Autism.” 2014. Web. 22 Oct 2019.

Vancouver:

Eason LR. Computer Assisted Instruction to Improve Theory of Mind in Children with Autism. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Oct 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699860/.

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

Council of Science Editors:

Eason LR. Computer Assisted Instruction to Improve Theory of Mind in Children with Autism. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699860/

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

21. Ogle, Lindsey Nicole. A comparison point of view video modeling and video self-modeling for preschool-aged children with autism spectrum disorder.

Degree: 2012, University of Tennessee – Chattanooga

 Video modeling interventions have been recognized as effective and evidence-based behavioral interventions for individuals with autism spectrum disorders; however, the effectiveness of different types of… (more)

Subjects/Keywords: Children with autism spectrum disorders  – Treatment; Simulation games in education; Education  – Effect of technological innovations on; Simulation games in education; Video games and children; Video games  – Study and teaching

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

APA (6th Edition):

Ogle, L. N. (2012). A comparison point of view video modeling and video self-modeling for preschool-aged children with autism spectrum disorder. (Masters Thesis). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/58

Chicago Manual of Style (16th Edition):

Ogle, Lindsey Nicole. “A comparison point of view video modeling and video self-modeling for preschool-aged children with autism spectrum disorder.” 2012. Masters Thesis, University of Tennessee – Chattanooga. Accessed October 22, 2019. https://scholar.utc.edu/theses/58.

MLA Handbook (7th Edition):

Ogle, Lindsey Nicole. “A comparison point of view video modeling and video self-modeling for preschool-aged children with autism spectrum disorder.” 2012. Web. 22 Oct 2019.

Vancouver:

Ogle LN. A comparison point of view video modeling and video self-modeling for preschool-aged children with autism spectrum disorder. [Internet] [Masters thesis]. University of Tennessee – Chattanooga; 2012. [cited 2019 Oct 22]. Available from: https://scholar.utc.edu/theses/58.

Council of Science Editors:

Ogle LN. A comparison point of view video modeling and video self-modeling for preschool-aged children with autism spectrum disorder. [Masters Thesis]. University of Tennessee – Chattanooga; 2012. Available from: https://scholar.utc.edu/theses/58


University of Hong Kong

22. Lee, Tsz-wing. Chinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues.

Degree: Master of Social Sciences, 2014, University of Hong Kong

Reading comprehension of students with high-functioning autism spectrum disorder (HFASD) typically falls below their decoding skills. The present study explored the effectiveness of visual-cued facilitation,… (more)

Subjects/Keywords: Children with autism spectrum disorders - Language; Reading comprehension - Study and teaching

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APA (6th Edition):

Lee, T. (2014). Chinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues. (Masters Thesis). University of Hong Kong. Retrieved from Lee, T. [李子穎]. (2014). Chinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394291 ; http://dx.doi.org/10.5353/th_b5394291 ; http://hdl.handle.net/10722/209696

Chicago Manual of Style (16th Edition):

Lee, Tsz-wing. “Chinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues.” 2014. Masters Thesis, University of Hong Kong. Accessed October 22, 2019. Lee, T. [李子穎]. (2014). Chinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394291 ; http://dx.doi.org/10.5353/th_b5394291 ; http://hdl.handle.net/10722/209696.

MLA Handbook (7th Edition):

Lee, Tsz-wing. “Chinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues.” 2014. Web. 22 Oct 2019.

Vancouver:

Lee T. Chinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues. [Internet] [Masters thesis]. University of Hong Kong; 2014. [cited 2019 Oct 22]. Available from: Lee, T. [李子穎]. (2014). Chinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394291 ; http://dx.doi.org/10.5353/th_b5394291 ; http://hdl.handle.net/10722/209696.

Council of Science Editors:

Lee T. Chinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues. [Masters Thesis]. University of Hong Kong; 2014. Available from: Lee, T. [李子穎]. (2014). Chinese reading comprehension of children with high-functioning autism spectrum disorder : exploration of strategies with the aid of visual cues. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394291 ; http://dx.doi.org/10.5353/th_b5394291 ; http://hdl.handle.net/10722/209696


Drexel University

23. Patrick, Kristina E. Word-Learning Strategies of Children with Autism Spectrum Disorders: Understanding of Referential Intent.

Degree: 2013, Drexel University

As typically developing children begin to understand joint attention, they become avid word learners (Baldwin, 1991). In contrast, children diagnosed with autism spectrum disorders (ASD)… (more)

Subjects/Keywords: Psychology; Autism spectrum disorders – Treatment; Autistic children – Language – Study and teaching

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APA (6th Edition):

Patrick, K. E. (2013). Word-Learning Strategies of Children with Autism Spectrum Disorders: Understanding of Referential Intent. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:4302

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):

Patrick, Kristina E. “Word-Learning Strategies of Children with Autism Spectrum Disorders: Understanding of Referential Intent.” 2013. Thesis, Drexel University. Accessed October 22, 2019. http://hdl.handle.net/1860/idea:4302.

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

MLA Handbook (7th Edition):

Patrick, Kristina E. “Word-Learning Strategies of Children with Autism Spectrum Disorders: Understanding of Referential Intent.” 2013. Web. 22 Oct 2019.

Vancouver:

Patrick KE. Word-Learning Strategies of Children with Autism Spectrum Disorders: Understanding of Referential Intent. [Internet] [Thesis]. Drexel University; 2013. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1860/idea:4302.

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

Council of Science Editors:

Patrick KE. Word-Learning Strategies of Children with Autism Spectrum Disorders: Understanding of Referential Intent. [Thesis]. Drexel University; 2013. Available from: http://hdl.handle.net/1860/idea:4302

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


University of North Texas

24. Suter, Cheryl L. (Cheryl Lynn). The Effects of Supplemental Performance and On-Task Contingencies on the Acquisition of Math Skills for Elementary School Students with Behavioral Disorders, Students with Attention Deficit Disorders, and Students without Disabilities.

Degree: 1993, University of North Texas

 The purpose of this study was to investigate the effects of supplemental on-task and performance contingencies on the acquisition of math skills for elementary school… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary); Behavior disorders in children.; Attention-deficit hyperactivity disorder.; Problem children  – Education.; Reinforcement (Psychology); math skills; performance contingencies

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APA (6th Edition):

Suter, C. L. (. L. (1993). The Effects of Supplemental Performance and On-Task Contingencies on the Acquisition of Math Skills for Elementary School Students with Behavioral Disorders, Students with Attention Deficit Disorders, and Students without Disabilities. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278442/

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):

Suter, Cheryl L (Cheryl Lynn). “The Effects of Supplemental Performance and On-Task Contingencies on the Acquisition of Math Skills for Elementary School Students with Behavioral Disorders, Students with Attention Deficit Disorders, and Students without Disabilities.” 1993. Thesis, University of North Texas. Accessed October 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc278442/.

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

MLA Handbook (7th Edition):

Suter, Cheryl L (Cheryl Lynn). “The Effects of Supplemental Performance and On-Task Contingencies on the Acquisition of Math Skills for Elementary School Students with Behavioral Disorders, Students with Attention Deficit Disorders, and Students without Disabilities.” 1993. Web. 22 Oct 2019.

Vancouver:

Suter CL(L. The Effects of Supplemental Performance and On-Task Contingencies on the Acquisition of Math Skills for Elementary School Students with Behavioral Disorders, Students with Attention Deficit Disorders, and Students without Disabilities. [Internet] [Thesis]. University of North Texas; 1993. [cited 2019 Oct 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278442/.

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

Council of Science Editors:

Suter CL(L. The Effects of Supplemental Performance and On-Task Contingencies on the Acquisition of Math Skills for Elementary School Students with Behavioral Disorders, Students with Attention Deficit Disorders, and Students without Disabilities. [Thesis]. University of North Texas; 1993. Available from: https://digital.library.unt.edu/ark:/67531/metadc278442/

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


Massey University

25. Bell, Jessamy Lauren. KiwiChat camp : experiences and perceptions of children with complex communication needs and their family/whānau.

Degree: Master of Speech-Language Therapy, 2018, Massey University

Children with complex communication needs (CCN) who use augmentative and alternative communication (AAC) require a significant amount of intervention to achieve communicative competence. This study(more)

Subjects/Keywords: Children with disabilities  – New Zealand  – Means of communication; Children with disabilities  – New Zealand  – Family relationships; Parents of children with disabilities  – New Zealand  – Attitudes; Communicative disorders in children  – New Zealand  – Study and teaching; Outdoor education  – New Zealand  – Study and teaching

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

APA (6th Edition):

Bell, J. L. (2018). KiwiChat camp : experiences and perceptions of children with complex communication needs and their family/whānau. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/14717

Chicago Manual of Style (16th Edition):

Bell, Jessamy Lauren. “KiwiChat camp : experiences and perceptions of children with complex communication needs and their family/whānau.” 2018. Masters Thesis, Massey University. Accessed October 22, 2019. http://hdl.handle.net/10179/14717.

MLA Handbook (7th Edition):

Bell, Jessamy Lauren. “KiwiChat camp : experiences and perceptions of children with complex communication needs and their family/whānau.” 2018. Web. 22 Oct 2019.

Vancouver:

Bell JL. KiwiChat camp : experiences and perceptions of children with complex communication needs and their family/whānau. [Internet] [Masters thesis]. Massey University; 2018. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10179/14717.

Council of Science Editors:

Bell JL. KiwiChat camp : experiences and perceptions of children with complex communication needs and their family/whānau. [Masters Thesis]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14717

26. Cowan, Kaitlin Beth. The use of musically adapted social stories to build social skills in individuals with autism spectrum disorder: Musically adapted social stories.

Degree: PhD, 2016, Ball State University

 Music interventions have not been identified as evidence-based, as little research of this nature has been conducted. This study explored the effectiveness of using musically… (more)

Subjects/Keywords: Music therapy for children.; Social skills  – Study and teaching.; Children with autism spectrum disorders  – Education.; Children with autism spectrum disorders  – Rehabilitation.

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

APA (6th Edition):

Cowan, K. B. (2016). The use of musically adapted social stories to build social skills in individuals with autism spectrum disorder: Musically adapted social stories. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/200544

Chicago Manual of Style (16th Edition):

Cowan, Kaitlin Beth. “The use of musically adapted social stories to build social skills in individuals with autism spectrum disorder: Musically adapted social stories.” 2016. Doctoral Dissertation, Ball State University. Accessed October 22, 2019. http://cardinalscholar.bsu.edu/handle/123456789/200544.

MLA Handbook (7th Edition):

Cowan, Kaitlin Beth. “The use of musically adapted social stories to build social skills in individuals with autism spectrum disorder: Musically adapted social stories.” 2016. Web. 22 Oct 2019.

Vancouver:

Cowan KB. The use of musically adapted social stories to build social skills in individuals with autism spectrum disorder: Musically adapted social stories. [Internet] [Doctoral dissertation]. Ball State University; 2016. [cited 2019 Oct 22]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200544.

Council of Science Editors:

Cowan KB. The use of musically adapted social stories to build social skills in individuals with autism spectrum disorder: Musically adapted social stories. [Doctoral Dissertation]. Ball State University; 2016. Available from: http://cardinalscholar.bsu.edu/handle/123456789/200544


California State University – San Bernardino

27. Briz-Garcia, Angela. What is selective mutism?.

Degree: MAin Education, Education, 2004, California State University – San Bernardino

The purpose of this study was to examine the characteristics of Selective Mutism, its possible causes, the strong impact it creates in English learner students, and what teachers could do to help the students who suffer from Selective Mutism.

Subjects/Keywords: Selective mutism; Communicative disorders; Speech disorders; Learning disabilities; Behavior disorders in children; English language  – Study and teaching  – Foreign speakers; School children  – Psychology; Classroom management; Students with disabilities; Education; First and Second Language Acquisition

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

APA (6th Edition):

Briz-Garcia, A. (2004). What is selective mutism?. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/2702

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):

Briz-Garcia, Angela. “What is selective mutism?.” 2004. Thesis, California State University – San Bernardino. Accessed October 22, 2019. https://scholarworks.lib.csusb.edu/etd-project/2702.

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

MLA Handbook (7th Edition):

Briz-Garcia, Angela. “What is selective mutism?.” 2004. Web. 22 Oct 2019.

Vancouver:

Briz-Garcia A. What is selective mutism?. [Internet] [Thesis]. California State University – San Bernardino; 2004. [cited 2019 Oct 22]. Available from: https://scholarworks.lib.csusb.edu/etd-project/2702.

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

Council of Science Editors:

Briz-Garcia A. What is selective mutism?. [Thesis]. California State University – San Bernardino; 2004. Available from: https://scholarworks.lib.csusb.edu/etd-project/2702

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


McGill University

28. Lo, Elsa. Utilization of prior knowledge in solving science problems : a comparison between high-ability and average-ability students.

Degree: MA, Department of Educational Psychology and Counselling., 1989, McGill University

Subjects/Keywords: Problem solving in children; Searching behavior in children; Science  – Study and teaching (Elementary)

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

APA (6th Edition):

Lo, E. (1989). Utilization of prior knowledge in solving science problems : a comparison between high-ability and average-ability students. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile61813.pdf

Chicago Manual of Style (16th Edition):

Lo, Elsa. “Utilization of prior knowledge in solving science problems : a comparison between high-ability and average-ability students.” 1989. Masters Thesis, McGill University. Accessed October 22, 2019. http://digitool.library.mcgill.ca/thesisfile61813.pdf.

MLA Handbook (7th Edition):

Lo, Elsa. “Utilization of prior knowledge in solving science problems : a comparison between high-ability and average-ability students.” 1989. Web. 22 Oct 2019.

Vancouver:

Lo E. Utilization of prior knowledge in solving science problems : a comparison between high-ability and average-ability students. [Internet] [Masters thesis]. McGill University; 1989. [cited 2019 Oct 22]. Available from: http://digitool.library.mcgill.ca/thesisfile61813.pdf.

Council of Science Editors:

Lo E. Utilization of prior knowledge in solving science problems : a comparison between high-ability and average-ability students. [Masters Thesis]. McGill University; 1989. Available from: http://digitool.library.mcgill.ca/thesisfile61813.pdf


California State University – San Bernardino

29. Wyatt, Christopher Don. Responding to problem behaviors at school: A psychosocial approach.

Degree: MSW, School of Social Work, 1999, California State University – San Bernardino

Subjects/Keywords: Problem children  – Education  – study and teaching  – Problems; Behavior disorders in children; Problem youth  – Behavior modification  – Study and teaching  – Problems; Teachers of problem children; Discipline of children; Interaction analysis in education; Mental health services  – Students; School Psychology; Social Work

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

APA (6th Edition):

Wyatt, C. D. (1999). Responding to problem behaviors at school: A psychosocial approach. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1855

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):

Wyatt, Christopher Don. “Responding to problem behaviors at school: A psychosocial approach.” 1999. Thesis, California State University – San Bernardino. Accessed October 22, 2019. http://scholarworks.lib.csusb.edu/etd-project/1855.

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

MLA Handbook (7th Edition):

Wyatt, Christopher Don. “Responding to problem behaviors at school: A psychosocial approach.” 1999. Web. 22 Oct 2019.

Vancouver:

Wyatt CD. Responding to problem behaviors at school: A psychosocial approach. [Internet] [Thesis]. California State University – San Bernardino; 1999. [cited 2019 Oct 22]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1855.

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

Council of Science Editors:

Wyatt CD. Responding to problem behaviors at school: A psychosocial approach. [Thesis]. California State University – San Bernardino; 1999. Available from: http://scholarworks.lib.csusb.edu/etd-project/1855

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


University of Johannesburg

30. Viljoen, Hendrikus Fisher. Die kind se verstaan en sy deelname aan die onderwysleerhandeling.

Degree: 2014, University of Johannesburg

M.Ed. (Didactics Training)

Since the Second World War due to the knowledge explosion curricula became over-loaded in order to meet the needs and demands of… (more)

Subjects/Keywords: Comprehension in children; Comprehension-Study and teaching; Cognitive learning; Teaching-Methodology

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

APA (6th Edition):

Viljoen, H. F. (2014). Die kind se verstaan en sy deelname aan die onderwysleerhandeling. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11837

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):

Viljoen, Hendrikus Fisher. “Die kind se verstaan en sy deelname aan die onderwysleerhandeling.” 2014. Thesis, University of Johannesburg. Accessed October 22, 2019. http://hdl.handle.net/10210/11837.

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

MLA Handbook (7th Edition):

Viljoen, Hendrikus Fisher. “Die kind se verstaan en sy deelname aan die onderwysleerhandeling.” 2014. Web. 22 Oct 2019.

Vancouver:

Viljoen HF. Die kind se verstaan en sy deelname aan die onderwysleerhandeling. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10210/11837.

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

Council of Science Editors:

Viljoen HF. Die kind se verstaan en sy deelname aan die onderwysleerhandeling. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11837

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

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