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You searched for subject:(Early behavioral intervention). Showing records 1 – 30 of 42 total matches.

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University of Manitoba

1. Miljkovic, Morena. Intensity of early behavioral intervention for children with autism spectrum disorder: a retrospective evaluation.

Degree: Psychology, 2016, University of Manitoba

Early intensive behavioral intervention (EIBI) is currently the most studied and most practiced intervention for children with autism spectrum disorder. There has been increasing evidence… (more)

Subjects/Keywords: Autism spectrum disorder; Early intensive behavioral intervention

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APA (6th Edition):

Miljkovic, M. (2016). Intensity of early behavioral intervention for children with autism spectrum disorder: a retrospective evaluation. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/31250

Chicago Manual of Style (16th Edition):

Miljkovic, Morena. “Intensity of early behavioral intervention for children with autism spectrum disorder: a retrospective evaluation.” 2016. Masters Thesis, University of Manitoba. Accessed March 25, 2019. http://hdl.handle.net/1993/31250.

MLA Handbook (7th Edition):

Miljkovic, Morena. “Intensity of early behavioral intervention for children with autism spectrum disorder: a retrospective evaluation.” 2016. Web. 25 Mar 2019.

Vancouver:

Miljkovic M. Intensity of early behavioral intervention for children with autism spectrum disorder: a retrospective evaluation. [Internet] [Masters thesis]. University of Manitoba; 2016. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1993/31250.

Council of Science Editors:

Miljkovic M. Intensity of early behavioral intervention for children with autism spectrum disorder: a retrospective evaluation. [Masters Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/31250

2. Dimian, Adele. The impact of a delay to early intensive behavioral intervention on educational outcomes for a cohort of medicaid-enrolled children with autism.

Degree: PhD, Educational Psychology, 2017, University of Minnesota

 Introduction. Early Intensive Behavioral Interventions (EIBI) is an applied behavior analysis approach that can be effective for remediating autism spectrum disorder (ASD) symptoms for some… (more)

Subjects/Keywords: autism; early intensive behavioral intervention; medicaid; waitlists

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APA (6th Edition):

Dimian, A. (2017). The impact of a delay to early intensive behavioral intervention on educational outcomes for a cohort of medicaid-enrolled children with autism. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/188847

Chicago Manual of Style (16th Edition):

Dimian, Adele. “The impact of a delay to early intensive behavioral intervention on educational outcomes for a cohort of medicaid-enrolled children with autism.” 2017. Doctoral Dissertation, University of Minnesota. Accessed March 25, 2019. http://hdl.handle.net/11299/188847.

MLA Handbook (7th Edition):

Dimian, Adele. “The impact of a delay to early intensive behavioral intervention on educational outcomes for a cohort of medicaid-enrolled children with autism.” 2017. Web. 25 Mar 2019.

Vancouver:

Dimian A. The impact of a delay to early intensive behavioral intervention on educational outcomes for a cohort of medicaid-enrolled children with autism. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/11299/188847.

Council of Science Editors:

Dimian A. The impact of a delay to early intensive behavioral intervention on educational outcomes for a cohort of medicaid-enrolled children with autism. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/188847

3. Richards, Spencer M. Lifestyle Intervention in Emerging Adulthood: A Brief Acceptance-based Behavioral Intervention with Young Adults.

Degree: PhD, Psychology, 2015, Utah State University

  Across the U.S., obesity and overweight represent a rapidly growing public health concern that have been associated with expensive and debilitating outcomes such as… (more)

Subjects/Keywords: Lifestyle Intervention; Early Adulthood; Acceptance-Based Behavioral Intervention; Young Adults; Psychology

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APA (6th Edition):

Richards, S. M. (2015). Lifestyle Intervention in Emerging Adulthood: A Brief Acceptance-based Behavioral Intervention with Young Adults. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4419

Chicago Manual of Style (16th Edition):

Richards, Spencer M. “Lifestyle Intervention in Emerging Adulthood: A Brief Acceptance-based Behavioral Intervention with Young Adults.” 2015. Doctoral Dissertation, Utah State University. Accessed March 25, 2019. https://digitalcommons.usu.edu/etd/4419.

MLA Handbook (7th Edition):

Richards, Spencer M. “Lifestyle Intervention in Emerging Adulthood: A Brief Acceptance-based Behavioral Intervention with Young Adults.” 2015. Web. 25 Mar 2019.

Vancouver:

Richards SM. Lifestyle Intervention in Emerging Adulthood: A Brief Acceptance-based Behavioral Intervention with Young Adults. [Internet] [Doctoral dissertation]. Utah State University; 2015. [cited 2019 Mar 25]. Available from: https://digitalcommons.usu.edu/etd/4419.

Council of Science Editors:

Richards SM. Lifestyle Intervention in Emerging Adulthood: A Brief Acceptance-based Behavioral Intervention with Young Adults. [Doctoral Dissertation]. Utah State University; 2015. Available from: https://digitalcommons.usu.edu/etd/4419

4. Sippl, Amy L. Compliance Training Produces Increases in Skill-Based Assessments in Typically-Developing Children.

Degree: Applied Behavior Analysis: M.S., Community Psychology, Counseling and Family Therapy, 2017, St. Cloud State University

Early intensive behavioral intervention therapy (EIBIT) practitioners have been documented to use both standardized psychological and behavioral assessments in assessing outcomes of children diagnosed… (more)

Subjects/Keywords: compliance training; behavioral assessment; Early Learning Measure; early intervention; autism

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APA (6th Edition):

Sippl, A. L. (2017). Compliance Training Produces Increases in Skill-Based Assessments in Typically-Developing Children. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/cpcf_etds/36

Chicago Manual of Style (16th Edition):

Sippl, Amy L. “Compliance Training Produces Increases in Skill-Based Assessments in Typically-Developing Children.” 2017. Masters Thesis, St. Cloud State University. Accessed March 25, 2019. https://repository.stcloudstate.edu/cpcf_etds/36.

MLA Handbook (7th Edition):

Sippl, Amy L. “Compliance Training Produces Increases in Skill-Based Assessments in Typically-Developing Children.” 2017. Web. 25 Mar 2019.

Vancouver:

Sippl AL. Compliance Training Produces Increases in Skill-Based Assessments in Typically-Developing Children. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2019 Mar 25]. Available from: https://repository.stcloudstate.edu/cpcf_etds/36.

Council of Science Editors:

Sippl AL. Compliance Training Produces Increases in Skill-Based Assessments in Typically-Developing Children. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/cpcf_etds/36


University of Washington

5. Veverka, Yevgeniya. The Effects of a Group Intervention Including a Parent Education Component on Mealtime Behaviors of Young Children.

Degree: PhD, 2018, University of Washington

 Mealtime challenges commonly occur in young children with and without disabilities. Mealtime challenges can lead to adverse health outcomes and parental stress. The high occurrence… (more)

Subjects/Keywords: Antecedent; Behavioral intervention; Early intervention; Feeding disorders; Mealtime challenges; Special education; Nutrition; Behavioral sciences; Education

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APA (6th Edition):

Veverka, Y. (2018). The Effects of a Group Intervention Including a Parent Education Component on Mealtime Behaviors of Young Children. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/42123

Chicago Manual of Style (16th Edition):

Veverka, Yevgeniya. “The Effects of a Group Intervention Including a Parent Education Component on Mealtime Behaviors of Young Children.” 2018. Doctoral Dissertation, University of Washington. Accessed March 25, 2019. http://hdl.handle.net/1773/42123.

MLA Handbook (7th Edition):

Veverka, Yevgeniya. “The Effects of a Group Intervention Including a Parent Education Component on Mealtime Behaviors of Young Children.” 2018. Web. 25 Mar 2019.

Vancouver:

Veverka Y. The Effects of a Group Intervention Including a Parent Education Component on Mealtime Behaviors of Young Children. [Internet] [Doctoral dissertation]. University of Washington; 2018. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1773/42123.

Council of Science Editors:

Veverka Y. The Effects of a Group Intervention Including a Parent Education Component on Mealtime Behaviors of Young Children. [Doctoral Dissertation]. University of Washington; 2018. Available from: http://hdl.handle.net/1773/42123


University of Newcastle

6. Etienne-Ward, Deborah R. Mothers’ self-report of their wellbeing and the effectiveness of early intensive behavioural intervention for their children with autism spectrum disorder.

Degree: 2016, University of Newcastle

Masters Coursework - Master of Clinical Psychology (MClinPsych)

This study investigated the effectiveness of Early Intensive Behavioural Intervention (EIBI) for children with Autism Spectrum Disorder… (more)

Subjects/Keywords: autism; autism spectrum disorder; early intensive behavioural intervention; applied behaviour analysis; depression; anxiety; stress

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APA (6th Edition):

Etienne-Ward, D. R. (2016). Mothers’ self-report of their wellbeing and the effectiveness of early intensive behavioural intervention for their children with autism spectrum disorder. (Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1318033

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):

Etienne-Ward, Deborah R. “Mothers’ self-report of their wellbeing and the effectiveness of early intensive behavioural intervention for their children with autism spectrum disorder.” 2016. Thesis, University of Newcastle. Accessed March 25, 2019. http://hdl.handle.net/1959.13/1318033.

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

MLA Handbook (7th Edition):

Etienne-Ward, Deborah R. “Mothers’ self-report of their wellbeing and the effectiveness of early intensive behavioural intervention for their children with autism spectrum disorder.” 2016. Web. 25 Mar 2019.

Vancouver:

Etienne-Ward DR. Mothers’ self-report of their wellbeing and the effectiveness of early intensive behavioural intervention for their children with autism spectrum disorder. [Internet] [Thesis]. University of Newcastle; 2016. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1959.13/1318033.

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

Council of Science Editors:

Etienne-Ward DR. Mothers’ self-report of their wellbeing and the effectiveness of early intensive behavioural intervention for their children with autism spectrum disorder. [Thesis]. University of Newcastle; 2016. Available from: http://hdl.handle.net/1959.13/1318033

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


University of Alabama

7. Craft, Lydia Dyer. Peer mediated intervention to improve social communication in young children with ASD.

Degree: 2013, University of Alabama

 To date, no study has measured the effects of peer-mediated intervention (PMI) on autism symptoms in children under than four years of age. The current… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Behavioral sciences; Autism; Early Intervention; Peer Mediated Intervention

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APA (6th Edition):

Craft, L. D. (2013). Peer mediated intervention to improve social communication in young children with ASD. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/84757

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):

Craft, Lydia Dyer. “Peer mediated intervention to improve social communication in young children with ASD.” 2013. Thesis, University of Alabama. Accessed March 25, 2019. http://purl.lib.ua.edu/84757.

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

MLA Handbook (7th Edition):

Craft, Lydia Dyer. “Peer mediated intervention to improve social communication in young children with ASD.” 2013. Web. 25 Mar 2019.

Vancouver:

Craft LD. Peer mediated intervention to improve social communication in young children with ASD. [Internet] [Thesis]. University of Alabama; 2013. [cited 2019 Mar 25]. Available from: http://purl.lib.ua.edu/84757.

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

Council of Science Editors:

Craft LD. Peer mediated intervention to improve social communication in young children with ASD. [Thesis]. University of Alabama; 2013. Available from: http://purl.lib.ua.edu/84757

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


University of North Texas

8. Wiist, Catherine E. C. The Effect of Differential Outcomes on Audio-Visual Conditional Discriminations in Children with ASD.

Degree: 2018, University of North Texas

 The differential outcomes effect (DOE) refers to an observed increase in rates of acquisition of simple or conditional relations when the contingencies of reinforcement arrange… (more)

Subjects/Keywords: differential outcomes; behavior analysis; autism; conditional discrimination; early intervention; Psychology, Behavioral

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APA (6th Edition):

Wiist, C. E. C. (2018). The Effect of Differential Outcomes on Audio-Visual Conditional Discriminations in Children with ASD. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1157625/

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):

Wiist, Catherine E C. “The Effect of Differential Outcomes on Audio-Visual Conditional Discriminations in Children with ASD.” 2018. Thesis, University of North Texas. Accessed March 25, 2019. https://digital.library.unt.edu/ark:/67531/metadc1157625/.

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

MLA Handbook (7th Edition):

Wiist, Catherine E C. “The Effect of Differential Outcomes on Audio-Visual Conditional Discriminations in Children with ASD.” 2018. Web. 25 Mar 2019.

Vancouver:

Wiist CEC. The Effect of Differential Outcomes on Audio-Visual Conditional Discriminations in Children with ASD. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Mar 25]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157625/.

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

Council of Science Editors:

Wiist CEC. The Effect of Differential Outcomes on Audio-Visual Conditional Discriminations in Children with ASD. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157625/

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


University of Southern Mississippi

9. LaBrot, Zachary C. A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom.

Degree: MA, Psychology, 2015, University of Southern Mississippi

  The purpose of this study was to determine the relative efficacy of non-contingent reinforcement (NCR) and differential reinforcement of other behavior (DRO) after behavioral(more)

Subjects/Keywords: functional analysis; early childhood; behavioral intervention; Applied Behavior Analysis; School Psychology

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APA (6th Edition):

LaBrot, Z. C. (2015). A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/140

Chicago Manual of Style (16th Edition):

LaBrot, Zachary C. “A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom.” 2015. Masters Thesis, University of Southern Mississippi. Accessed March 25, 2019. https://aquila.usm.edu/masters_theses/140.

MLA Handbook (7th Edition):

LaBrot, Zachary C. “A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom.” 2015. Web. 25 Mar 2019.

Vancouver:

LaBrot ZC. A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom. [Internet] [Masters thesis]. University of Southern Mississippi; 2015. [cited 2019 Mar 25]. Available from: https://aquila.usm.edu/masters_theses/140.

Council of Science Editors:

LaBrot ZC. A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom. [Masters Thesis]. University of Southern Mississippi; 2015. Available from: https://aquila.usm.edu/masters_theses/140


Dalhousie University

10. Fossum, Kristin. Examining Factors Related to Outcome in Autism Spectrum Disorders.

Degree: PhD, Department of Psychology and Neuroscience, 2014, Dalhousie University

Early, comprehensive, behavioural treatments substantially improve outcomes in up to 50% of children with autism spectrum disorders (ASD) while the remainder respond less optimally (Howlin… (more)

Subjects/Keywords: autism spectrum disorders (ASD); early intenstive behavioural intervention; outcome predictors; preschool-aged; Pivotal Response Treatment (PRT)

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APA (6th Edition):

Fossum, K. (2014). Examining Factors Related to Outcome in Autism Spectrum Disorders. (Doctoral Dissertation). Dalhousie University. Retrieved from http://hdl.handle.net/10222/54048

Chicago Manual of Style (16th Edition):

Fossum, Kristin. “Examining Factors Related to Outcome in Autism Spectrum Disorders.” 2014. Doctoral Dissertation, Dalhousie University. Accessed March 25, 2019. http://hdl.handle.net/10222/54048.

MLA Handbook (7th Edition):

Fossum, Kristin. “Examining Factors Related to Outcome in Autism Spectrum Disorders.” 2014. Web. 25 Mar 2019.

Vancouver:

Fossum K. Examining Factors Related to Outcome in Autism Spectrum Disorders. [Internet] [Doctoral dissertation]. Dalhousie University; 2014. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10222/54048.

Council of Science Editors:

Fossum K. Examining Factors Related to Outcome in Autism Spectrum Disorders. [Doctoral Dissertation]. Dalhousie University; 2014. Available from: http://hdl.handle.net/10222/54048

11. Maxwell Dumont, Catherine R. Post Hoc Analysis on the Effect of Early Intensive Behavioral Intervention Provided to Preschool Children on the Autism Spectrum.

Degree: MS, Education, 2015, Dominican University of California

Early Intensive Behavioral Intervention (EIBI) provides a framework for educators to assist children diagnosed with autism spectrum disorder (ASD) to increase independence and positive… (more)

Subjects/Keywords: Autism Spectrum Disorder; early intervention; preschool children; behavioral therapy; developmental delay; early intensive behavioral intervention; autism; Educational Assessment, Evaluation, and Research; Educational Methods; Special Education Administration; Special Education and Teaching

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APA (6th Edition):

Maxwell Dumont, C. R. (2015). Post Hoc Analysis on the Effect of Early Intensive Behavioral Intervention Provided to Preschool Children on the Autism Spectrum. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/209

Chicago Manual of Style (16th Edition):

Maxwell Dumont, Catherine R. “Post Hoc Analysis on the Effect of Early Intensive Behavioral Intervention Provided to Preschool Children on the Autism Spectrum.” 2015. Masters Thesis, Dominican University of California. Accessed March 25, 2019. https://scholar.dominican.edu/masters-theses/209.

MLA Handbook (7th Edition):

Maxwell Dumont, Catherine R. “Post Hoc Analysis on the Effect of Early Intensive Behavioral Intervention Provided to Preschool Children on the Autism Spectrum.” 2015. Web. 25 Mar 2019.

Vancouver:

Maxwell Dumont CR. Post Hoc Analysis on the Effect of Early Intensive Behavioral Intervention Provided to Preschool Children on the Autism Spectrum. [Internet] [Masters thesis]. Dominican University of California; 2015. [cited 2019 Mar 25]. Available from: https://scholar.dominican.edu/masters-theses/209.

Council of Science Editors:

Maxwell Dumont CR. Post Hoc Analysis on the Effect of Early Intensive Behavioral Intervention Provided to Preschool Children on the Autism Spectrum. [Masters Thesis]. Dominican University of California; 2015. Available from: https://scholar.dominican.edu/masters-theses/209


University of Kansas

12. Brown, Angela Marie. A comparison of two imitation training protocols to teach independent play skills and promote observational learning in children with autism spectrum disorder.

Degree: PhD, Applied Behavioral Science, 2016, University of Kansas

 Many children diagnosed with autism spectrum disorder (ASD) show limited play skills including difficulty sustaining appropriate play when alone and do not readily learn new… (more)

Subjects/Keywords: Psychology; Early childhood education; autism; behavioral intervention; imitation; independent play; observational learning

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APA (6th Edition):

Brown, A. M. (2016). A comparison of two imitation training protocols to teach independent play skills and promote observational learning in children with autism spectrum disorder. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/22387

Chicago Manual of Style (16th Edition):

Brown, Angela Marie. “A comparison of two imitation training protocols to teach independent play skills and promote observational learning in children with autism spectrum disorder.” 2016. Doctoral Dissertation, University of Kansas. Accessed March 25, 2019. http://hdl.handle.net/1808/22387.

MLA Handbook (7th Edition):

Brown, Angela Marie. “A comparison of two imitation training protocols to teach independent play skills and promote observational learning in children with autism spectrum disorder.” 2016. Web. 25 Mar 2019.

Vancouver:

Brown AM. A comparison of two imitation training protocols to teach independent play skills and promote observational learning in children with autism spectrum disorder. [Internet] [Doctoral dissertation]. University of Kansas; 2016. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1808/22387.

Council of Science Editors:

Brown AM. A comparison of two imitation training protocols to teach independent play skills and promote observational learning in children with autism spectrum disorder. [Doctoral Dissertation]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/22387


University of South Carolina

13. Tonnsen, Bridgette L. Behavioral And Heart-Defined Attention in Infants at High Genetic Risk for Autism.

Degree: PhD, Psychology, 2015, University of South Carolina

  Characterizing early predictors of autism facilitates earlier identification, diagnosis and treatment. Although aberrant visual attention is one of the earliest identified predictors of autism… (more)

Subjects/Keywords: Psychology; School Psychology; Social and Behavioral Sciences; autism; visual attention; ASIB; FXS; early detection; intervention

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APA (6th Edition):

Tonnsen, B. L. (2015). Behavioral And Heart-Defined Attention in Infants at High Genetic Risk for Autism. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/3130

Chicago Manual of Style (16th Edition):

Tonnsen, Bridgette L. “Behavioral And Heart-Defined Attention in Infants at High Genetic Risk for Autism.” 2015. Doctoral Dissertation, University of South Carolina. Accessed March 25, 2019. https://scholarcommons.sc.edu/etd/3130.

MLA Handbook (7th Edition):

Tonnsen, Bridgette L. “Behavioral And Heart-Defined Attention in Infants at High Genetic Risk for Autism.” 2015. Web. 25 Mar 2019.

Vancouver:

Tonnsen BL. Behavioral And Heart-Defined Attention in Infants at High Genetic Risk for Autism. [Internet] [Doctoral dissertation]. University of South Carolina; 2015. [cited 2019 Mar 25]. Available from: https://scholarcommons.sc.edu/etd/3130.

Council of Science Editors:

Tonnsen BL. Behavioral And Heart-Defined Attention in Infants at High Genetic Risk for Autism. [Doctoral Dissertation]. University of South Carolina; 2015. Available from: https://scholarcommons.sc.edu/etd/3130


University of South Florida

14. Knap, Kimberly A. Parent-Child Interaction Therapy for Children with Autism Spectrum Disorder: An Analysis of Behavioral Patterns and Treatment Barriers.

Degree: 2018, University of South Florida

 Children diagnosed with autism spectrum disorder (ASD) experience difficulties with social communication and restrictive, repetitive, and stereotyped behavior patterns that place them at an increased… (more)

Subjects/Keywords: ASD symptoms; challenging behavior; early intervention; evidence-based intervention; parent training; Behavioral Disciplines and Activities; Other Education; Psychology

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APA (6th Edition):

Knap, K. A. (2018). Parent-Child Interaction Therapy for Children with Autism Spectrum Disorder: An Analysis of Behavioral Patterns and Treatment Barriers. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7317

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):

Knap, Kimberly A. “Parent-Child Interaction Therapy for Children with Autism Spectrum Disorder: An Analysis of Behavioral Patterns and Treatment Barriers.” 2018. Thesis, University of South Florida. Accessed March 25, 2019. https://scholarcommons.usf.edu/etd/7317.

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

MLA Handbook (7th Edition):

Knap, Kimberly A. “Parent-Child Interaction Therapy for Children with Autism Spectrum Disorder: An Analysis of Behavioral Patterns and Treatment Barriers.” 2018. Web. 25 Mar 2019.

Vancouver:

Knap KA. Parent-Child Interaction Therapy for Children with Autism Spectrum Disorder: An Analysis of Behavioral Patterns and Treatment Barriers. [Internet] [Thesis]. University of South Florida; 2018. [cited 2019 Mar 25]. Available from: https://scholarcommons.usf.edu/etd/7317.

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

Council of Science Editors:

Knap KA. Parent-Child Interaction Therapy for Children with Autism Spectrum Disorder: An Analysis of Behavioral Patterns and Treatment Barriers. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7317

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


Florida International University

15. Diaz, Alejandro Rene. An Efficiency Evaluation of Procedures to Evoke Vocalizations in Children with Autism.

Degree: PhD, Psychology, 2018, Florida International University

  Development of vocalizations in early learners with autism is critical to the acquisition of verbal behavior and other important life skills. The purpose of… (more)

Subjects/Keywords: Stimulus-Stimulus Pairing; Echoic Training; Early Intervention; Vocal Training; Verbal behavior; NAP analysis; behavioral intervention; autism; Applied Behavior Analysis; Developmental Psychology

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APA (6th Edition):

Diaz, A. R. (2018). An Efficiency Evaluation of Procedures to Evoke Vocalizations in Children with Autism. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3771 ; FIDC006864

Chicago Manual of Style (16th Edition):

Diaz, Alejandro Rene. “An Efficiency Evaluation of Procedures to Evoke Vocalizations in Children with Autism.” 2018. Doctoral Dissertation, Florida International University. Accessed March 25, 2019. https://digitalcommons.fiu.edu/etd/3771 ; FIDC006864.

MLA Handbook (7th Edition):

Diaz, Alejandro Rene. “An Efficiency Evaluation of Procedures to Evoke Vocalizations in Children with Autism.” 2018. Web. 25 Mar 2019.

Vancouver:

Diaz AR. An Efficiency Evaluation of Procedures to Evoke Vocalizations in Children with Autism. [Internet] [Doctoral dissertation]. Florida International University; 2018. [cited 2019 Mar 25]. Available from: https://digitalcommons.fiu.edu/etd/3771 ; FIDC006864.

Council of Science Editors:

Diaz AR. An Efficiency Evaluation of Procedures to Evoke Vocalizations in Children with Autism. [Doctoral Dissertation]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3771 ; FIDC006864


Wilfrid Laurier University

16. Dimakos, Christina. DO EARLY COMMUNITY-BASED INITIATIVES PREDICT SOCIAL ANXIETY 20 YEARS LATER?.

Degree: 2018, Wilfrid Laurier University

 Social anxiety disorder is characterized by an extreme and persistent fear of embarrassment or scrutiny in social or performance situations. This condition is among the… (more)

Subjects/Keywords: social anxiety; early intervention; community-based intervention; Better Beginnings; Community Psychology; Psychology; Social and Behavioral Sciences

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

APA (6th Edition):

Dimakos, C. (2018). DO EARLY COMMUNITY-BASED INITIATIVES PREDICT SOCIAL ANXIETY 20 YEARS LATER?. (Thesis). Wilfrid Laurier University. Retrieved from https://scholars.wlu.ca/etd/2089

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):

Dimakos, Christina. “DO EARLY COMMUNITY-BASED INITIATIVES PREDICT SOCIAL ANXIETY 20 YEARS LATER?.” 2018. Thesis, Wilfrid Laurier University. Accessed March 25, 2019. https://scholars.wlu.ca/etd/2089.

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

MLA Handbook (7th Edition):

Dimakos, Christina. “DO EARLY COMMUNITY-BASED INITIATIVES PREDICT SOCIAL ANXIETY 20 YEARS LATER?.” 2018. Web. 25 Mar 2019.

Vancouver:

Dimakos C. DO EARLY COMMUNITY-BASED INITIATIVES PREDICT SOCIAL ANXIETY 20 YEARS LATER?. [Internet] [Thesis]. Wilfrid Laurier University; 2018. [cited 2019 Mar 25]. Available from: https://scholars.wlu.ca/etd/2089.

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

Council of Science Editors:

Dimakos C. DO EARLY COMMUNITY-BASED INITIATIVES PREDICT SOCIAL ANXIETY 20 YEARS LATER?. [Thesis]. Wilfrid Laurier University; 2018. Available from: https://scholars.wlu.ca/etd/2089

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


University of Kansas

17. Payne, Steven Wade. The Use of Additional Analyses to Clarify the Functions of Problem Behavior.

Degree: MA, Applied Behavioral Science, 2010, University of Kansas

 Functional analysis methodology has proven useful for identifying environmental contingencies that influence problem behavior. Extensions of traditional functional analysis methodology have shown that problem behavior… (more)

Subjects/Keywords: Behavioral sciences; Behavioral psychology; Psychology; Early intervention; Establishing operation; False-negative; False-positive; Functional analysis; Multiple control

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APA (6th Edition):

Payne, S. W. (2010). The Use of Additional Analyses to Clarify the Functions of Problem Behavior. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/7901

Chicago Manual of Style (16th Edition):

Payne, Steven Wade. “The Use of Additional Analyses to Clarify the Functions of Problem Behavior.” 2010. Masters Thesis, University of Kansas. Accessed March 25, 2019. http://hdl.handle.net/1808/7901.

MLA Handbook (7th Edition):

Payne, Steven Wade. “The Use of Additional Analyses to Clarify the Functions of Problem Behavior.” 2010. Web. 25 Mar 2019.

Vancouver:

Payne SW. The Use of Additional Analyses to Clarify the Functions of Problem Behavior. [Internet] [Masters thesis]. University of Kansas; 2010. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1808/7901.

Council of Science Editors:

Payne SW. The Use of Additional Analyses to Clarify the Functions of Problem Behavior. [Masters Thesis]. University of Kansas; 2010. Available from: http://hdl.handle.net/1808/7901

18. Pedreira, Karli. Evaluating the impact of service setting on early intensive behavioural intervention outcomes for children with autism spectrum disorder.

Degree: Psychology, 2016, University of Manitoba

Early Intensive Behavioural Intervention (EIBI) is well established as an effective intervention for children with Autism Spectrum Disorder (ASD). Common settings where EIBI programs are… (more)

Subjects/Keywords: autism spectrum disorder; service setting; early intensive behavioural intervention; outcomes

EARLY BEHAVIOURAL INTERVENTION AND SETTING delay (American Psychiatric Association… …diagnostic criteria (OuelletteKuntz et al., 2014). 8 EARLY BEHAVIOURAL INTERVENTION… …AND SETTING Early Intensive Behavioural Intervention EIBI is based on principles of ABA and… …and intensive, this includes 20 to 30 hrs of 9 EARLY BEHAVIOURAL INTERVENTION AND SETTING… …loosely described in 10 EARLY BEHAVIOURAL INTERVENTION AND SETTING EIBI outcome studies. Some… 

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APA (6th Edition):

Pedreira, K. (2016). Evaluating the impact of service setting on early intensive behavioural intervention outcomes for children with autism spectrum disorder. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32243

Chicago Manual of Style (16th Edition):

Pedreira, Karli. “Evaluating the impact of service setting on early intensive behavioural intervention outcomes for children with autism spectrum disorder.” 2016. Masters Thesis, University of Manitoba. Accessed March 25, 2019. http://hdl.handle.net/1993/32243.

MLA Handbook (7th Edition):

Pedreira, Karli. “Evaluating the impact of service setting on early intensive behavioural intervention outcomes for children with autism spectrum disorder.” 2016. Web. 25 Mar 2019.

Vancouver:

Pedreira K. Evaluating the impact of service setting on early intensive behavioural intervention outcomes for children with autism spectrum disorder. [Internet] [Masters thesis]. University of Manitoba; 2016. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1993/32243.

Council of Science Editors:

Pedreira K. Evaluating the impact of service setting on early intensive behavioural intervention outcomes for children with autism spectrum disorder. [Masters Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/32243


University of Wisconsin – Milwaukee

19. Gorgan, Ella. An Assessment of Treatment Options for Pre-existing Prompt Dependence in Children with Developmental Disabilities.

Degree: MS, Psychology, 2017, University of Wisconsin – Milwaukee

  Prior research has focused on identifying effective strategies to prevent prompt dependence from occurring during the training of novel skills. This has been targeted… (more)

Subjects/Keywords: Autism; Differential Reinforcement; Early Intervention; Extended Response Interval; Prompt Dependence; Prompt Fading; Applied Behavior Analysis; Other Psychology; Social and Behavioral Sciences

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

APA (6th Edition):

Gorgan, E. (2017). An Assessment of Treatment Options for Pre-existing Prompt Dependence in Children with Developmental Disabilities. (Thesis). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1479

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):

Gorgan, Ella. “An Assessment of Treatment Options for Pre-existing Prompt Dependence in Children with Developmental Disabilities.” 2017. Thesis, University of Wisconsin – Milwaukee. Accessed March 25, 2019. https://dc.uwm.edu/etd/1479.

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

MLA Handbook (7th Edition):

Gorgan, Ella. “An Assessment of Treatment Options for Pre-existing Prompt Dependence in Children with Developmental Disabilities.” 2017. Web. 25 Mar 2019.

Vancouver:

Gorgan E. An Assessment of Treatment Options for Pre-existing Prompt Dependence in Children with Developmental Disabilities. [Internet] [Thesis]. University of Wisconsin – Milwaukee; 2017. [cited 2019 Mar 25]. Available from: https://dc.uwm.edu/etd/1479.

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

Council of Science Editors:

Gorgan E. An Assessment of Treatment Options for Pre-existing Prompt Dependence in Children with Developmental Disabilities. [Thesis]. University of Wisconsin – Milwaukee; 2017. Available from: https://dc.uwm.edu/etd/1479

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

20. Willey, Tanya Jean. Speech-language pathologists' input to toddlers in early intervention: a pilot study.

Degree: MS, 2015, University of New Hampshire

  Caregivers interacting with young children in natural settings have been found to provide language input that is in tune with the child's output in… (more)

Subjects/Keywords: early intervention; language acquisition; language input; proximal zone; speech-language therapy; toddlers; Behavioral psychology; Health sciences

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

APA (6th Edition):

Willey, T. J. (2015). Speech-language pathologists' input to toddlers in early intervention: a pilot study. (Thesis). University of New Hampshire. Retrieved from https://scholars.unh.edu/thesis/1014

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):

Willey, Tanya Jean. “Speech-language pathologists' input to toddlers in early intervention: a pilot study.” 2015. Thesis, University of New Hampshire. Accessed March 25, 2019. https://scholars.unh.edu/thesis/1014.

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

MLA Handbook (7th Edition):

Willey, Tanya Jean. “Speech-language pathologists' input to toddlers in early intervention: a pilot study.” 2015. Web. 25 Mar 2019.

Vancouver:

Willey TJ. Speech-language pathologists' input to toddlers in early intervention: a pilot study. [Internet] [Thesis]. University of New Hampshire; 2015. [cited 2019 Mar 25]. Available from: https://scholars.unh.edu/thesis/1014.

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

Council of Science Editors:

Willey TJ. Speech-language pathologists' input to toddlers in early intervention: a pilot study. [Thesis]. University of New Hampshire; 2015. Available from: https://scholars.unh.edu/thesis/1014

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


University of Arizona

21. Myers, Steven Joseph. Relationship Between the Consultant-Parent Working Alliance and Ratings of the Consultation Process with Parents of Children Having Autism Spectrum Disorder .

Degree: 2008, University of Arizona

 The research literature has repeatedly emphasized the importance of parent involvement and parent training in the early intervention of young children with autism spectrum disorder… (more)

Subjects/Keywords: Consultation; Autism; Early Intensive Behavioral Intervention; Working Alliance

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APA (6th Edition):

Myers, S. J. (2008). Relationship Between the Consultant-Parent Working Alliance and Ratings of the Consultation Process with Parents of Children Having Autism Spectrum Disorder . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/194165

Chicago Manual of Style (16th Edition):

Myers, Steven Joseph. “Relationship Between the Consultant-Parent Working Alliance and Ratings of the Consultation Process with Parents of Children Having Autism Spectrum Disorder .” 2008. Doctoral Dissertation, University of Arizona. Accessed March 25, 2019. http://hdl.handle.net/10150/194165.

MLA Handbook (7th Edition):

Myers, Steven Joseph. “Relationship Between the Consultant-Parent Working Alliance and Ratings of the Consultation Process with Parents of Children Having Autism Spectrum Disorder .” 2008. Web. 25 Mar 2019.

Vancouver:

Myers SJ. Relationship Between the Consultant-Parent Working Alliance and Ratings of the Consultation Process with Parents of Children Having Autism Spectrum Disorder . [Internet] [Doctoral dissertation]. University of Arizona; 2008. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/10150/194165.

Council of Science Editors:

Myers SJ. Relationship Between the Consultant-Parent Working Alliance and Ratings of the Consultation Process with Parents of Children Having Autism Spectrum Disorder . [Doctoral Dissertation]. University of Arizona; 2008. Available from: http://hdl.handle.net/10150/194165


University of Oregon

22. Rodriguez, Billie Jo, 1982-. An evaluation of The Good Behavior Game in early reading intervention groups.

Degree: 2010, University of Oregon

 As an increasing number of studies document the link between the development of student academic and social behavior, there is a growing need to create… (more)

Subjects/Keywords: Good behavior game; Reading intervention; Tier II interventions; Early literacy; Behavior interventions; Positive behavior support; Response to intervention; Behavioral psychology; Elementary education; Educational psychology; Literacy; Reading instruction

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

APA (6th Edition):

Rodriguez, Billie Jo, 1. (2010). An evaluation of The Good Behavior Game in early reading intervention groups. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/10921

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):

Rodriguez, Billie Jo, 1982-. “An evaluation of The Good Behavior Game in early reading intervention groups.” 2010. Thesis, University of Oregon. Accessed March 25, 2019. http://hdl.handle.net/1794/10921.

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

MLA Handbook (7th Edition):

Rodriguez, Billie Jo, 1982-. “An evaluation of The Good Behavior Game in early reading intervention groups.” 2010. Web. 25 Mar 2019.

Vancouver:

Rodriguez, Billie Jo 1. An evaluation of The Good Behavior Game in early reading intervention groups. [Internet] [Thesis]. University of Oregon; 2010. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1794/10921.

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

Council of Science Editors:

Rodriguez, Billie Jo 1. An evaluation of The Good Behavior Game in early reading intervention groups. [Thesis]. University of Oregon; 2010. Available from: http://hdl.handle.net/1794/10921

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


University of Texas – Austin

23. -1661-0930. Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners.

Degree: Special Education, 2018, University of Texas – Austin

 Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. Additionally, the academic… (more)

Subjects/Keywords: Emotional-behavioral disorder; Learning disabilities; Mathematics; Early numeracy; Challenging behavior; Tutoring; Cross-age tutoring; Number line; Peer mediated; Intervention; Early childhood; Number sense

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APA (6th Edition):

-1661-0930. (2018). Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65648

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

Chicago Manual of Style (16th Edition):

-1661-0930. “Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners.” 2018. Thesis, University of Texas – Austin. Accessed March 25, 2019. http://hdl.handle.net/2152/65648.

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

MLA Handbook (7th Edition):

-1661-0930. “Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners.” 2018. Web. 25 Mar 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1661-0930. Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2152/65648.

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

Council of Science Editors:

-1661-0930. Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65648

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


Kent State University

24. Fissel, Schea Nicole, Fissel. Evaluating the feasibility of a group adapted shared reading emergent literacy intervention for children with ASD.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Health Sciences, 2018, Kent State University

 Emergent literacy skills are thought to develop through transactional relationships between child characteristics and environmental variables. Child characteristics suggested to contribute to literacy learning include… (more)

Subjects/Keywords: Behavioral Sciences; Communication; Early Childhood Education; Educational Psychology; Elementary Education; Language; Literacy; Reading Instruction; Speech Therapy; Special Education; Developmental Psychology; Autism, Intervention, Emergent Literacy, Group, Adapted, Service Delivery Models

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APA (6th Edition):

Fissel, Schea Nicole, F. (2018). Evaluating the feasibility of a group adapted shared reading emergent literacy intervention for children with ASD. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1521551834193803

Chicago Manual of Style (16th Edition):

Fissel, Schea Nicole, Fissel. “Evaluating the feasibility of a group adapted shared reading emergent literacy intervention for children with ASD.” 2018. Doctoral Dissertation, Kent State University. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1521551834193803.

MLA Handbook (7th Edition):

Fissel, Schea Nicole, Fissel. “Evaluating the feasibility of a group adapted shared reading emergent literacy intervention for children with ASD.” 2018. Web. 25 Mar 2019.

Vancouver:

Fissel, Schea Nicole F. Evaluating the feasibility of a group adapted shared reading emergent literacy intervention for children with ASD. [Internet] [Doctoral dissertation]. Kent State University; 2018. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1521551834193803.

Council of Science Editors:

Fissel, Schea Nicole F. Evaluating the feasibility of a group adapted shared reading emergent literacy intervention for children with ASD. [Doctoral Dissertation]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1521551834193803

25. Luckey, Charryse Fouquette. The Effects of Dynamic Programming on Child Outcome in Early Intervention.

Degree: PhD, Applied Behavioral Science, 2012, University of Kansas

 In recent years there has been a dramatic increase in the number of agencies implementing organized service delivery systems to treat children with autism. Organizational… (more)

Subjects/Keywords: Psychology; Behavioral sciences; Applied behavior analysis; Autism; Autism spectrum disorders; Dynamic programming; Early intervention; Intervention

…specify one part of the Early Intensive Behavioral Intervention (EIBI) and… …technique. The Contributing Variables to the Effectiveness of Early Intensive Behavioral… …Clinical Review Prep Notes J Booster Session Handout K Fidelity of DV Checklist 1 Behavioral… …clients actually experience during intervention. Current trends in the literature suggest that… …Simon, Standal, & Larsson, 2003). Dynamic Programming is an intervention package that… 

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

APA (6th Edition):

Luckey, C. F. (2012). The Effects of Dynamic Programming on Child Outcome in Early Intervention. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/11470

Chicago Manual of Style (16th Edition):

Luckey, Charryse Fouquette. “The Effects of Dynamic Programming on Child Outcome in Early Intervention.” 2012. Doctoral Dissertation, University of Kansas. Accessed March 25, 2019. http://hdl.handle.net/1808/11470.

MLA Handbook (7th Edition):

Luckey, Charryse Fouquette. “The Effects of Dynamic Programming on Child Outcome in Early Intervention.” 2012. Web. 25 Mar 2019.

Vancouver:

Luckey CF. The Effects of Dynamic Programming on Child Outcome in Early Intervention. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/1808/11470.

Council of Science Editors:

Luckey CF. The Effects of Dynamic Programming on Child Outcome in Early Intervention. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/11470

26. Hsu, Noel. Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan.

Degree: MAin International and Multicultural Education (IME), International and Multicultural Education (IME), 2017, University of San Francisco

  Applied Behavior Analysis (ABA) uses a behavioral approach to help clients and their behavioral challenges. This treatment has been proven to be a highly… (more)

Subjects/Keywords: ABA; Applied Behavior Analysis; ASD; Insurance; Behavioral intervention; Taiwan; Accessibility; Behavioral Disciplines and Activities; Behavior and Behavior Mechanisms; Bilingual, Multilingual, and Multicultural Education; Early Childhood Education; Other Psychology; Special Education and Teaching

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APA (6th Edition):

Hsu, N. (2017). Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/559

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):

Hsu, Noel. “Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan.” 2017. Thesis, University of San Francisco. Accessed March 25, 2019. https://repository.usfca.edu/capstone/559.

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

MLA Handbook (7th Edition):

Hsu, Noel. “Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan.” 2017. Web. 25 Mar 2019.

Vancouver:

Hsu N. Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Mar 25]. Available from: https://repository.usfca.edu/capstone/559.

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

Council of Science Editors:

Hsu N. Increasing Access to ABA Intervention for Children with Developmental Disabilities in Taiwan. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/559

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


Seton Hall University

27. Zagzoug, Marwah S. Exploring Acceptance of Using an Online Platform to Teach Parents of Children with Autism Methods in Applied Behavior Analysis (ABA).

Degree: PhD, Health and Medical Sciences, 2015, Seton Hall University

  Background and Purpose of the Study: A diagnosis of autism can lead to lifelong struggles for parents and children. These families face profound difficulties… (more)

Subjects/Keywords: autism; ABA; applied behavior analysis; online programs; early intervention; parent training; Applied Behavior Analysis; Behavioral Disciplines and Activities; Behavior and Behavior Mechanisms; Developmental Psychology; Education; Other Medicine and Health Sciences; Psychiatry and Psychology; Social and Behavioral Sciences

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

APA (6th Edition):

Zagzoug, M. S. (2015). Exploring Acceptance of Using an Online Platform to Teach Parents of Children with Autism Methods in Applied Behavior Analysis (ABA). (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2147

Chicago Manual of Style (16th Edition):

Zagzoug, Marwah S. “Exploring Acceptance of Using an Online Platform to Teach Parents of Children with Autism Methods in Applied Behavior Analysis (ABA).” 2015. Doctoral Dissertation, Seton Hall University. Accessed March 25, 2019. http://scholarship.shu.edu/dissertations/2147.

MLA Handbook (7th Edition):

Zagzoug, Marwah S. “Exploring Acceptance of Using an Online Platform to Teach Parents of Children with Autism Methods in Applied Behavior Analysis (ABA).” 2015. Web. 25 Mar 2019.

Vancouver:

Zagzoug MS. Exploring Acceptance of Using an Online Platform to Teach Parents of Children with Autism Methods in Applied Behavior Analysis (ABA). [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2019 Mar 25]. Available from: http://scholarship.shu.edu/dissertations/2147.

Council of Science Editors:

Zagzoug MS. Exploring Acceptance of Using an Online Platform to Teach Parents of Children with Autism Methods in Applied Behavior Analysis (ABA). [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2147


Technical University of Lisbon

28. Cruz, Serenela Costa. Intervenção psicomotora com crianças dos 4 aos 11 anos com perturbações do desenvolvimento no Centro de Desenvolvimento da Criança Torrado da Silva do Hospital Garcia de Orta.

Degree: 2017, Technical University of Lisbon

Este documento descreve a prática profissional desenvolvida no âmbito do Ramo de Aprofundamento de Competências Profissionais do segundo ano do mestrado em Reabilitação Psicomotora. O… (more)

Subjects/Keywords: Alterações do comportamento; Atraso global do desenvolvimento; Intervenção em grupo; Intervenção individual; Intervenção precoce; Perturbações da linguagem; Perturbações do desenvolvimento; Psicomotricidade; Perfil de desenvolvimento psicomotor; Teste de Proficiência Motora de Bruininks-Oseretsky II; Behavioural changes; Bruininks-Oseretsky Teste of Motor Proficiency II; Developmental disorders; Disorders of language; Early intervention; Global developmental delay; Group intervention; Individual intervention; Psychomotor development profile; Domínio/Área Científica::Ciências Médicas

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

APA (6th Edition):

Cruz, S. C. (2017). Intervenção psicomotora com crianças dos 4 aos 11 anos com perturbações do desenvolvimento no Centro de Desenvolvimento da Criança Torrado da Silva do Hospital Garcia de Orta. (Thesis). Technical University of Lisbon. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:www.repository.utl.pt:10400.5/14585

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):

Cruz, Serenela Costa. “Intervenção psicomotora com crianças dos 4 aos 11 anos com perturbações do desenvolvimento no Centro de Desenvolvimento da Criança Torrado da Silva do Hospital Garcia de Orta.” 2017. Thesis, Technical University of Lisbon. Accessed March 25, 2019. https://www.rcaap.pt/detail.jsp?id=oai:www.repository.utl.pt:10400.5/14585.

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

MLA Handbook (7th Edition):

Cruz, Serenela Costa. “Intervenção psicomotora com crianças dos 4 aos 11 anos com perturbações do desenvolvimento no Centro de Desenvolvimento da Criança Torrado da Silva do Hospital Garcia de Orta.” 2017. Web. 25 Mar 2019.

Vancouver:

Cruz SC. Intervenção psicomotora com crianças dos 4 aos 11 anos com perturbações do desenvolvimento no Centro de Desenvolvimento da Criança Torrado da Silva do Hospital Garcia de Orta. [Internet] [Thesis]. Technical University of Lisbon; 2017. [cited 2019 Mar 25]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:www.repository.utl.pt:10400.5/14585.

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

Council of Science Editors:

Cruz SC. Intervenção psicomotora com crianças dos 4 aos 11 anos com perturbações do desenvolvimento no Centro de Desenvolvimento da Criança Torrado da Silva do Hospital Garcia de Orta. [Thesis]. Technical University of Lisbon; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:www.repository.utl.pt:10400.5/14585

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


University of Cincinnati

29. NASH, JULIA CHRISTINE. EARLY INTERVENTION AS A CRIME PREVENTION STRATEGY: ASSESSING THE EMPIRICAL EVIDENCE.

Degree: MS, Education : Criminal Justice, 2006, University of Cincinnati

 Youth violence can be prevented. Despite the “get tough” rhetoric and the political and popular media depictions that juvenile “super-predators” are hardened criminals without possibilities… (more)

Subjects/Keywords: early intervention; crime prevention; Functional Family Therapy; Multisystemic Therapy; Juvenile Justice System; Juvenile Justice; Cost Effectiveness; Public Policy; cognitive behavioral

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

APA (6th Edition):

NASH, J. C. (2006). EARLY INTERVENTION AS A CRIME PREVENTION STRATEGY: ASSESSING THE EMPIRICAL EVIDENCE. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148064221

Chicago Manual of Style (16th Edition):

NASH, JULIA CHRISTINE. “EARLY INTERVENTION AS A CRIME PREVENTION STRATEGY: ASSESSING THE EMPIRICAL EVIDENCE.” 2006. Masters Thesis, University of Cincinnati. Accessed March 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148064221.

MLA Handbook (7th Edition):

NASH, JULIA CHRISTINE. “EARLY INTERVENTION AS A CRIME PREVENTION STRATEGY: ASSESSING THE EMPIRICAL EVIDENCE.” 2006. Web. 25 Mar 2019.

Vancouver:

NASH JC. EARLY INTERVENTION AS A CRIME PREVENTION STRATEGY: ASSESSING THE EMPIRICAL EVIDENCE. [Internet] [Masters thesis]. University of Cincinnati; 2006. [cited 2019 Mar 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148064221.

Council of Science Editors:

NASH JC. EARLY INTERVENTION AS A CRIME PREVENTION STRATEGY: ASSESSING THE EMPIRICAL EVIDENCE. [Masters Thesis]. University of Cincinnati; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148064221


Humboldt State University

30. Montano, Danette R. Family perceptions and experiences of early behavioral intervention programs in the home.

Degree: MA, Psychology: Academic Research, 2014, Humboldt State University

Early behavioral interventions focus on learning in the natural environment, which in most cases is the family home. There is little research in the area… (more)

Subjects/Keywords: Applied behavior analysis; Autism; Behavior therapy; Children; Early behavioral intervention; Experiences of parents,; Family; Home program; In-home therapy; Parent confidence; Parent satisfaction; Parent stress; Program evaluation; Program satisfaction; Self-efficacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Montano, D. R. (2014). Family perceptions and experiences of early behavioral intervention programs in the home. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/1957

Chicago Manual of Style (16th Edition):

Montano, Danette R. “Family perceptions and experiences of early behavioral intervention programs in the home.” 2014. Masters Thesis, Humboldt State University. Accessed March 25, 2019. http://hdl.handle.net/2148/1957.

MLA Handbook (7th Edition):

Montano, Danette R. “Family perceptions and experiences of early behavioral intervention programs in the home.” 2014. Web. 25 Mar 2019.

Vancouver:

Montano DR. Family perceptions and experiences of early behavioral intervention programs in the home. [Internet] [Masters thesis]. Humboldt State University; 2014. [cited 2019 Mar 25]. Available from: http://hdl.handle.net/2148/1957.

Council of Science Editors:

Montano DR. Family perceptions and experiences of early behavioral intervention programs in the home. [Masters Thesis]. Humboldt State University; 2014. Available from: http://hdl.handle.net/2148/1957

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