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You searched for subject:(Initiating joint attention IJA ). Showing records 1 – 30 of 9085 total matches.

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University of Minnesota

1. Glatzhofer, Sharrie Lynn. Social communication status as a risk factor for language development in young children adopted from Eastern European institutional care.

Degree: MA, Speech-language Pathology, 2010, University of Minnesota

University of Minnesota M.A. thesis. August 2010. Major: Speech-language Pathology. Advisors: Maria Kroupina, Ph.D. & Jennifer Windsor Ph.D. 1 computer file (PDF); vii, 64 pages.… (more)

Subjects/Keywords: Social communication; Institutional environments; Initiating joint attention (IJA); Responding behavior regulation; Expressive and receptive language; Speech-language Pathology

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

APA (6th Edition):

Glatzhofer, S. L. (2010). Social communication status as a risk factor for language development in young children adopted from Eastern European institutional care. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/101687

Chicago Manual of Style (16th Edition):

Glatzhofer, Sharrie Lynn. “Social communication status as a risk factor for language development in young children adopted from Eastern European institutional care.” 2010. Masters Thesis, University of Minnesota. Accessed November 18, 2019. http://purl.umn.edu/101687.

MLA Handbook (7th Edition):

Glatzhofer, Sharrie Lynn. “Social communication status as a risk factor for language development in young children adopted from Eastern European institutional care.” 2010. Web. 18 Nov 2019.

Vancouver:

Glatzhofer SL. Social communication status as a risk factor for language development in young children adopted from Eastern European institutional care. [Internet] [Masters thesis]. University of Minnesota; 2010. [cited 2019 Nov 18]. Available from: http://purl.umn.edu/101687.

Council of Science Editors:

Glatzhofer SL. Social communication status as a risk factor for language development in young children adopted from Eastern European institutional care. [Masters Thesis]. University of Minnesota; 2010. Available from: http://purl.umn.edu/101687


University of Minnesota

2. Glatzhofer, Sharrie Lynn. Social communication status as a risk factor for language development in young children adopted from Eastern European institutional care.

Degree: MA, Speech-language Pathology, 2010, University of Minnesota

 This study examined the relationship between initial social communication status and language development in infants and toddlers recently adopted from Eastern European institutional care. The… (more)

Subjects/Keywords: Social communication; Institutional environments; Initiating joint attention (IJA); Responding behavior regulation; Expressive and receptive language; Speech-language Pathology

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APA (6th Edition):

Glatzhofer, S. L. (2010). Social communication status as a risk factor for language development in young children adopted from Eastern European institutional care. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/101687

Chicago Manual of Style (16th Edition):

Glatzhofer, Sharrie Lynn. “Social communication status as a risk factor for language development in young children adopted from Eastern European institutional care.” 2010. Masters Thesis, University of Minnesota. Accessed November 18, 2019. http://purl.umn.edu/101687.

MLA Handbook (7th Edition):

Glatzhofer, Sharrie Lynn. “Social communication status as a risk factor for language development in young children adopted from Eastern European institutional care.” 2010. Web. 18 Nov 2019.

Vancouver:

Glatzhofer SL. Social communication status as a risk factor for language development in young children adopted from Eastern European institutional care. [Internet] [Masters thesis]. University of Minnesota; 2010. [cited 2019 Nov 18]. Available from: http://purl.umn.edu/101687.

Council of Science Editors:

Glatzhofer SL. Social communication status as a risk factor for language development in young children adopted from Eastern European institutional care. [Masters Thesis]. University of Minnesota; 2010. Available from: http://purl.umn.edu/101687


Tampere University

3. Forss, Hanna. Temperamental negative affect is associated to joint attention in 9 and 12 months old infants .

Degree: 2015, Tampere University

 Ensimmäinäisen elinvuotensa aikana lapsi oppii monia sosiaalisia taitoja ja käyttäytymismalleja. Jaettu tarkkaavaisuus on eräs hyvin perustavanlaatuinen taito, johon monet muut sosiaaliset taidot, kuten kieli ja… (more)

Subjects/Keywords: jaettu tarkkaavaisuus; tempperamentti; lapsen kehitys; responding to joint attention; initiating joint attention; social cognition; child development; cognitive function

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APA (6th Edition):

Forss, H. (2015). Temperamental negative affect is associated to joint attention in 9 and 12 months old infants . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/96836

Chicago Manual of Style (16th Edition):

Forss, Hanna. “Temperamental negative affect is associated to joint attention in 9 and 12 months old infants .” 2015. Masters Thesis, Tampere University. Accessed November 18, 2019. https://trepo.tuni.fi/handle/10024/96836.

MLA Handbook (7th Edition):

Forss, Hanna. “Temperamental negative affect is associated to joint attention in 9 and 12 months old infants .” 2015. Web. 18 Nov 2019.

Vancouver:

Forss H. Temperamental negative affect is associated to joint attention in 9 and 12 months old infants . [Internet] [Masters thesis]. Tampere University; 2015. [cited 2019 Nov 18]. Available from: https://trepo.tuni.fi/handle/10024/96836.

Council of Science Editors:

Forss H. Temperamental negative affect is associated to joint attention in 9 and 12 months old infants . [Masters Thesis]. Tampere University; 2015. Available from: https://trepo.tuni.fi/handle/10024/96836


Virginia Commonwealth University

4. Vo, Abigail. Joint Attention Interventions for Young Children with Autism Spectrum Disorders: Caregiver and Child Actions and Transactions.

Degree: PhD, Education, 2011, Virginia Commonwealth University

 Early intervention is a critical component of efforts to optimize outcomes for children with autism spectrum disorders (ASD) and their families. One promising target for… (more)

Subjects/Keywords: Autism; Joint Attention; Education

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APA (6th Edition):

Vo, A. (2011). Joint Attention Interventions for Young Children with Autism Spectrum Disorders: Caregiver and Child Actions and Transactions. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2389

Chicago Manual of Style (16th Edition):

Vo, Abigail. “Joint Attention Interventions for Young Children with Autism Spectrum Disorders: Caregiver and Child Actions and Transactions.” 2011. Doctoral Dissertation, Virginia Commonwealth University. Accessed November 18, 2019. https://scholarscompass.vcu.edu/etd/2389.

MLA Handbook (7th Edition):

Vo, Abigail. “Joint Attention Interventions for Young Children with Autism Spectrum Disorders: Caregiver and Child Actions and Transactions.” 2011. Web. 18 Nov 2019.

Vancouver:

Vo A. Joint Attention Interventions for Young Children with Autism Spectrum Disorders: Caregiver and Child Actions and Transactions. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2011. [cited 2019 Nov 18]. Available from: https://scholarscompass.vcu.edu/etd/2389.

Council of Science Editors:

Vo A. Joint Attention Interventions for Young Children with Autism Spectrum Disorders: Caregiver and Child Actions and Transactions. [Doctoral Dissertation]. Virginia Commonwealth University; 2011. Available from: https://scholarscompass.vcu.edu/etd/2389


Brigham Young University

5. Richey, Stacey Marie. Social Engagement Behaviors of Two Children with ASD in Intervention Sessions Using a Robot.

Degree: MS, 2011, Brigham Young University

 This study focuses on the use of a humanoid robot to facilitate the initiation of social engagement behaviors in two children with Autism Spectrum Disorder… (more)

Subjects/Keywords: autism; robotics; joint attention; Psychology

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APA (6th Edition):

Richey, S. M. (2011). Social Engagement Behaviors of Two Children with ASD in Intervention Sessions Using a Robot. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3885&context=etd

Chicago Manual of Style (16th Edition):

Richey, Stacey Marie. “Social Engagement Behaviors of Two Children with ASD in Intervention Sessions Using a Robot.” 2011. Masters Thesis, Brigham Young University. Accessed November 18, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3885&context=etd.

MLA Handbook (7th Edition):

Richey, Stacey Marie. “Social Engagement Behaviors of Two Children with ASD in Intervention Sessions Using a Robot.” 2011. Web. 18 Nov 2019.

Vancouver:

Richey SM. Social Engagement Behaviors of Two Children with ASD in Intervention Sessions Using a Robot. [Internet] [Masters thesis]. Brigham Young University; 2011. [cited 2019 Nov 18]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3885&context=etd.

Council of Science Editors:

Richey SM. Social Engagement Behaviors of Two Children with ASD in Intervention Sessions Using a Robot. [Masters Thesis]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3885&context=etd


Arizona State University

6. Meek, Shantel Elizabeth. Joint Attention and its Relation to Social Outcomes: Typically Developing Children and Children with Autism.

Degree: MS, Family and Human Development, 2010, Arizona State University

 Previous research has suggested that the social interactions parents engage in with their typically developing children are critical to the relationships children form with peers… (more)

Subjects/Keywords: Developmental Psychology; autism; Joint attention

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APA (6th Edition):

Meek, S. E. (2010). Joint Attention and its Relation to Social Outcomes: Typically Developing Children and Children with Autism. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/8743

Chicago Manual of Style (16th Edition):

Meek, Shantel Elizabeth. “Joint Attention and its Relation to Social Outcomes: Typically Developing Children and Children with Autism.” 2010. Masters Thesis, Arizona State University. Accessed November 18, 2019. http://repository.asu.edu/items/8743.

MLA Handbook (7th Edition):

Meek, Shantel Elizabeth. “Joint Attention and its Relation to Social Outcomes: Typically Developing Children and Children with Autism.” 2010. Web. 18 Nov 2019.

Vancouver:

Meek SE. Joint Attention and its Relation to Social Outcomes: Typically Developing Children and Children with Autism. [Internet] [Masters thesis]. Arizona State University; 2010. [cited 2019 Nov 18]. Available from: http://repository.asu.edu/items/8743.

Council of Science Editors:

Meek SE. Joint Attention and its Relation to Social Outcomes: Typically Developing Children and Children with Autism. [Masters Thesis]. Arizona State University; 2010. Available from: http://repository.asu.edu/items/8743


University of Vienna

7. Schulz, Henriette. Beobachtungssystem INTAKT.

Degree: 2018, University of Vienna

Joint Attention, definiert als die gemeinsame Aufmerksamkeit zweier oder mehrerer Personen auf einen Gegenstand oder ein Ereignis, stellt eine wichtige Komponente für eine gelungene Eltern-Kinder-Interaktion… (more)

Subjects/Keywords: 77.59 Entwicklungspsychologie: Sonstiges; Joint Attention / INTAKT; joint attention / INTAKT

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APA (6th Edition):

Schulz, H. (2018). Beobachtungssystem INTAKT. (Thesis). University of Vienna. Retrieved from http://othes.univie.ac.at/51423/

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):

Schulz, Henriette. “Beobachtungssystem INTAKT.” 2018. Thesis, University of Vienna. Accessed November 18, 2019. http://othes.univie.ac.at/51423/.

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

MLA Handbook (7th Edition):

Schulz, Henriette. “Beobachtungssystem INTAKT.” 2018. Web. 18 Nov 2019.

Vancouver:

Schulz H. Beobachtungssystem INTAKT. [Internet] [Thesis]. University of Vienna; 2018. [cited 2019 Nov 18]. Available from: http://othes.univie.ac.at/51423/.

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

Council of Science Editors:

Schulz H. Beobachtungssystem INTAKT. [Thesis]. University of Vienna; 2018. Available from: http://othes.univie.ac.at/51423/

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


Leiden University

8. Zuijdendorp, Sophie. De taalontwikkeling van kinderen met ASS tussen de acht en veertien jaar in relatie tot de mate van joint attention.

Degree: 2012, Leiden University

 In onderhavig onderzoek is onderzoek gedaan wat de relatie is tussen joint attention en de taalontwikkeling van kinderen met een autisme spectrum stoornis (ASS) tussen… (more)

Subjects/Keywords: autisme; taalontwikkeling; joint attention; autism; language development

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APA (6th Edition):

Zuijdendorp, S. (2012). De taalontwikkeling van kinderen met ASS tussen de acht en veertien jaar in relatie tot de mate van joint attention. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/19926

Chicago Manual of Style (16th Edition):

Zuijdendorp, Sophie. “De taalontwikkeling van kinderen met ASS tussen de acht en veertien jaar in relatie tot de mate van joint attention.” 2012. Masters Thesis, Leiden University. Accessed November 18, 2019. http://hdl.handle.net/1887/19926.

MLA Handbook (7th Edition):

Zuijdendorp, Sophie. “De taalontwikkeling van kinderen met ASS tussen de acht en veertien jaar in relatie tot de mate van joint attention.” 2012. Web. 18 Nov 2019.

Vancouver:

Zuijdendorp S. De taalontwikkeling van kinderen met ASS tussen de acht en veertien jaar in relatie tot de mate van joint attention. [Internet] [Masters thesis]. Leiden University; 2012. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1887/19926.

Council of Science Editors:

Zuijdendorp S. De taalontwikkeling van kinderen met ASS tussen de acht en veertien jaar in relatie tot de mate van joint attention. [Masters Thesis]. Leiden University; 2012. Available from: http://hdl.handle.net/1887/19926


University of North Texas

9. Cermak, Samantha Marie. Parent-Toddler Training: The Merits of Further Analysis.

Degree: 2011, University of North Texas

 Earlier identification of autism allows for interventions to begin during toddlerhood. Literature suggests that parents are an important part of very early intervention and specific… (more)

Subjects/Keywords: Autism; parent training; joint attention; telemedicine

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APA (6th Edition):

Cermak, S. M. (2011). Parent-Toddler Training: The Merits of Further Analysis. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc67966/

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):

Cermak, Samantha Marie. “Parent-Toddler Training: The Merits of Further Analysis.” 2011. Thesis, University of North Texas. Accessed November 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc67966/.

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

MLA Handbook (7th Edition):

Cermak, Samantha Marie. “Parent-Toddler Training: The Merits of Further Analysis.” 2011. Web. 18 Nov 2019.

Vancouver:

Cermak SM. Parent-Toddler Training: The Merits of Further Analysis. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Nov 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc67966/.

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

Council of Science Editors:

Cermak SM. Parent-Toddler Training: The Merits of Further Analysis. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc67966/

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


Colorado State University

10. Montgomery, Jaley A. Effects of Music on Joint Attention Between Individuals with Autism and Neurotypical Siblings.

Degree: Master of Music (M.M.), Music, Theatre and Dance, 2015, Colorado State University

 Given that a common social skills deficit for individuals with Autism Spectrum Disorder (ASD) is joint attention, and that development in joint attention can cause… (more)

Subjects/Keywords: Joint Attention; Sibling; Music Therapy; Autism

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APA (6th Edition):

Montgomery, J. A. (2015). Effects of Music on Joint Attention Between Individuals with Autism and Neurotypical Siblings. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/167205

Chicago Manual of Style (16th Edition):

Montgomery, Jaley A. “Effects of Music on Joint Attention Between Individuals with Autism and Neurotypical Siblings.” 2015. Masters Thesis, Colorado State University. Accessed November 18, 2019. http://hdl.handle.net/10217/167205.

MLA Handbook (7th Edition):

Montgomery, Jaley A. “Effects of Music on Joint Attention Between Individuals with Autism and Neurotypical Siblings.” 2015. Web. 18 Nov 2019.

Vancouver:

Montgomery JA. Effects of Music on Joint Attention Between Individuals with Autism and Neurotypical Siblings. [Internet] [Masters thesis]. Colorado State University; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10217/167205.

Council of Science Editors:

Montgomery JA. Effects of Music on Joint Attention Between Individuals with Autism and Neurotypical Siblings. [Masters Thesis]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/167205


Universiteit Utrecht

11. Brussel, J.M. van. Joint Attention Skills als voorspellers van receptieve taalontwikkeling en exploratie bij kinderen van 11 tot 13 maanden.

Degree: 2011, Universiteit Utrecht

 De huidige studie onderzocht de invloed van joint attention skills bij kinderen op hun receptieve taalontwikkeling en exploratie. Joint attention skills verwijzen naar de capaciteit… (more)

Subjects/Keywords: Sociale Wetenschappen; joint attention skills; joint attention; exploratie; receptieve taal; sociale interactie

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APA (6th Edition):

Brussel, J. M. v. (2011). Joint Attention Skills als voorspellers van receptieve taalontwikkeling en exploratie bij kinderen van 11 tot 13 maanden. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/210629

Chicago Manual of Style (16th Edition):

Brussel, J M van. “Joint Attention Skills als voorspellers van receptieve taalontwikkeling en exploratie bij kinderen van 11 tot 13 maanden.” 2011. Masters Thesis, Universiteit Utrecht. Accessed November 18, 2019. http://dspace.library.uu.nl:8080/handle/1874/210629.

MLA Handbook (7th Edition):

Brussel, J M van. “Joint Attention Skills als voorspellers van receptieve taalontwikkeling en exploratie bij kinderen van 11 tot 13 maanden.” 2011. Web. 18 Nov 2019.

Vancouver:

Brussel JMv. Joint Attention Skills als voorspellers van receptieve taalontwikkeling en exploratie bij kinderen van 11 tot 13 maanden. [Internet] [Masters thesis]. Universiteit Utrecht; 2011. [cited 2019 Nov 18]. Available from: http://dspace.library.uu.nl:8080/handle/1874/210629.

Council of Science Editors:

Brussel JMv. Joint Attention Skills als voorspellers van receptieve taalontwikkeling en exploratie bij kinderen van 11 tot 13 maanden. [Masters Thesis]. Universiteit Utrecht; 2011. Available from: http://dspace.library.uu.nl:8080/handle/1874/210629

12. Urqueta Alfaro, Andrea. Joint engagement and attachment patterns in infants with visual impairments.

Degree: Psychology, 2015, University of California – Berkeley

 This dissertation reports on two early childhood developments, joint engagement and attachment patterns, and explores a possible relationship between the two in a sample of… (more)

Subjects/Keywords: Developmental psychology; Cognitive psychology; Attachment; Blindness; Joint Attention; Joint Engagement; Shared Attention; Visual Impairments

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APA (6th Edition):

Urqueta Alfaro, A. (2015). Joint engagement and attachment patterns in infants with visual impairments. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/7s40b75k

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):

Urqueta Alfaro, Andrea. “Joint engagement and attachment patterns in infants with visual impairments.” 2015. Thesis, University of California – Berkeley. Accessed November 18, 2019. http://www.escholarship.org/uc/item/7s40b75k.

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

MLA Handbook (7th Edition):

Urqueta Alfaro, Andrea. “Joint engagement and attachment patterns in infants with visual impairments.” 2015. Web. 18 Nov 2019.

Vancouver:

Urqueta Alfaro A. Joint engagement and attachment patterns in infants with visual impairments. [Internet] [Thesis]. University of California – Berkeley; 2015. [cited 2019 Nov 18]. Available from: http://www.escholarship.org/uc/item/7s40b75k.

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

Council of Science Editors:

Urqueta Alfaro A. Joint engagement and attachment patterns in infants with visual impairments. [Thesis]. University of California – Berkeley; 2015. Available from: http://www.escholarship.org/uc/item/7s40b75k

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


Macquarie University

13. Caruana, Nathan. The cognitive and neural mechanisms of joint attention: a second person approach.

Degree: 2015, Macquarie University

Thesis by publication.

Chapter 1. General introduction  – Chapter 2. The measurement of joint attention : a review, recommendations, and new paradigm  – Chapter 3.… (more)

Subjects/Keywords: Joint attention; Autistic people; social neuroscience; joint attention; autism; eye tracking; fMRI; ERP; virtual reality

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APA (6th Edition):

Caruana, N. (2015). The cognitive and neural mechanisms of joint attention: a second person approach. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1074418

Chicago Manual of Style (16th Edition):

Caruana, Nathan. “The cognitive and neural mechanisms of joint attention: a second person approach.” 2015. Doctoral Dissertation, Macquarie University. Accessed November 18, 2019. http://hdl.handle.net/1959.14/1074418.

MLA Handbook (7th Edition):

Caruana, Nathan. “The cognitive and neural mechanisms of joint attention: a second person approach.” 2015. Web. 18 Nov 2019.

Vancouver:

Caruana N. The cognitive and neural mechanisms of joint attention: a second person approach. [Internet] [Doctoral dissertation]. Macquarie University; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1959.14/1074418.

Council of Science Editors:

Caruana N. The cognitive and neural mechanisms of joint attention: a second person approach. [Doctoral Dissertation]. Macquarie University; 2015. Available from: http://hdl.handle.net/1959.14/1074418


Northeastern University

14. Martinez, Catherine Kitts. Improving accuracy of joint attention assessment by extending the observation period after toy activation.

Degree: MS, Department of Counseling and Applied Educational Psychology, 2011, Northeastern University

 The purpose of this study was to examine IJA [Initiating Joint Attention] scores of 34 children with autism [CWA] and 34 typically developing children [TDC]… (more)

Subjects/Keywords: behavioral sciences; autism; joint attention; Joint attention; Play assessment (Child psychology); Child Psychology

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APA (6th Edition):

Martinez, C. K. (2011). Improving accuracy of joint attention assessment by extending the observation period after toy activation. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20001095

Chicago Manual of Style (16th Edition):

Martinez, Catherine Kitts. “Improving accuracy of joint attention assessment by extending the observation period after toy activation.” 2011. Masters Thesis, Northeastern University. Accessed November 18, 2019. http://hdl.handle.net/2047/d20001095.

MLA Handbook (7th Edition):

Martinez, Catherine Kitts. “Improving accuracy of joint attention assessment by extending the observation period after toy activation.” 2011. Web. 18 Nov 2019.

Vancouver:

Martinez CK. Improving accuracy of joint attention assessment by extending the observation period after toy activation. [Internet] [Masters thesis]. Northeastern University; 2011. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2047/d20001095.

Council of Science Editors:

Martinez CK. Improving accuracy of joint attention assessment by extending the observation period after toy activation. [Masters Thesis]. Northeastern University; 2011. Available from: http://hdl.handle.net/2047/d20001095


Indiana University

15. Catalina, Suarez-Rivera. Joint Attention in Infancy: Definitions, Sensory-motor Basis and Developmental Consequences .

Degree: 2019, Indiana University

 Successful social interactions require the coupling of the bodies and minds of the participants. Joint visual attention to the same target is a critical component… (more)

Subjects/Keywords: joint attention; sustained attention; eye-tracking; child-parent play; gaze-following

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APA (6th Edition):

Catalina, S. (2019). Joint Attention in Infancy: Definitions, Sensory-motor Basis and Developmental Consequences . (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/23389

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):

Catalina, Suarez-Rivera. “Joint Attention in Infancy: Definitions, Sensory-motor Basis and Developmental Consequences .” 2019. Thesis, Indiana University. Accessed November 18, 2019. http://hdl.handle.net/2022/23389.

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

MLA Handbook (7th Edition):

Catalina, Suarez-Rivera. “Joint Attention in Infancy: Definitions, Sensory-motor Basis and Developmental Consequences .” 2019. Web. 18 Nov 2019.

Vancouver:

Catalina S. Joint Attention in Infancy: Definitions, Sensory-motor Basis and Developmental Consequences . [Internet] [Thesis]. Indiana University; 2019. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/2022/23389.

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

Council of Science Editors:

Catalina S. Joint Attention in Infancy: Definitions, Sensory-motor Basis and Developmental Consequences . [Thesis]. Indiana University; 2019. Available from: http://hdl.handle.net/2022/23389

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

16. Geib, Ellen F. The Role of Joint Attention in Pragmatic Language Development in Children with Autism Spectrum Disorders.

Degree: 2018, Seattle Pacific University

 All children with autism spectrum disorders (ASD) present with some form of impairment in social communication. Social cognitive learning theory suggests children’s early joint attention(more)

Subjects/Keywords: autism spectrum disorder; neurodevelopmental disorders; Parent supported joint attention; joint attention; pragmatic language; language; Child Psychology; Clinical Psychology; Developmental Psychology

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

APA (6th Edition):

Geib, E. F. (2018). The Role of Joint Attention in Pragmatic Language Development in Children with Autism Spectrum Disorders. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/cpy_etd/32

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):

Geib, Ellen F. “The Role of Joint Attention in Pragmatic Language Development in Children with Autism Spectrum Disorders.” 2018. Thesis, Seattle Pacific University. Accessed November 18, 2019. https://digitalcommons.spu.edu/cpy_etd/32.

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

MLA Handbook (7th Edition):

Geib, Ellen F. “The Role of Joint Attention in Pragmatic Language Development in Children with Autism Spectrum Disorders.” 2018. Web. 18 Nov 2019.

Vancouver:

Geib EF. The Role of Joint Attention in Pragmatic Language Development in Children with Autism Spectrum Disorders. [Internet] [Thesis]. Seattle Pacific University; 2018. [cited 2019 Nov 18]. Available from: https://digitalcommons.spu.edu/cpy_etd/32.

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

Council of Science Editors:

Geib EF. The Role of Joint Attention in Pragmatic Language Development in Children with Autism Spectrum Disorders. [Thesis]. Seattle Pacific University; 2018. Available from: https://digitalcommons.spu.edu/cpy_etd/32

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


University of North Texas

17. James-Kelly, Kimberly L. The Effects of Model Prompts on Joint Attention Initiations in Children with Autism.

Degree: 2014, University of North Texas

 The general purpose of the current study was to evaluate the effects of minimally intrusive prompting procedures and preferred stimuli on protodeclarative joint attention initiations… (more)

Subjects/Keywords: Joint attention; autism; social skills; Children with autism spectrum disorders  – Rehabilitation.; Attention.; Prompting (Education)

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APA (6th Edition):

James-Kelly, K. L. (2014). The Effects of Model Prompts on Joint Attention Initiations in Children with Autism. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699952/

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):

James-Kelly, Kimberly L. “The Effects of Model Prompts on Joint Attention Initiations in Children with Autism.” 2014. Thesis, University of North Texas. Accessed November 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc699952/.

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

MLA Handbook (7th Edition):

James-Kelly, Kimberly L. “The Effects of Model Prompts on Joint Attention Initiations in Children with Autism.” 2014. Web. 18 Nov 2019.

Vancouver:

James-Kelly KL. The Effects of Model Prompts on Joint Attention Initiations in Children with Autism. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Nov 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699952/.

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

Council of Science Editors:

James-Kelly KL. The Effects of Model Prompts on Joint Attention Initiations in Children with Autism. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699952/

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


Delft University of Technology

18. Domhof, J.F.M. Multimodal Joint Visual Attention Model for Natural Human-Robot Interaction in Domestic Environments:.

Degree: 2015, Delft University of Technology

 Due to population ageing, the cost of health care will raise in the coming years. One way to help humans, and especially elderly people, is… (more)

Subjects/Keywords: Joint visual attention; shared attention; attention; human-robot interaction; pointing; gestures; Gaze; saliency; sensor fusing; computer vision

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APA (6th Edition):

Domhof, J. F. M. (2015). Multimodal Joint Visual Attention Model for Natural Human-Robot Interaction in Domestic Environments:. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:41896a30-7891-4a78-925d-b39df19fa83f

Chicago Manual of Style (16th Edition):

Domhof, J F M. “Multimodal Joint Visual Attention Model for Natural Human-Robot Interaction in Domestic Environments:.” 2015. Masters Thesis, Delft University of Technology. Accessed November 18, 2019. http://resolver.tudelft.nl/uuid:41896a30-7891-4a78-925d-b39df19fa83f.

MLA Handbook (7th Edition):

Domhof, J F M. “Multimodal Joint Visual Attention Model for Natural Human-Robot Interaction in Domestic Environments:.” 2015. Web. 18 Nov 2019.

Vancouver:

Domhof JFM. Multimodal Joint Visual Attention Model for Natural Human-Robot Interaction in Domestic Environments:. [Internet] [Masters thesis]. Delft University of Technology; 2015. [cited 2019 Nov 18]. Available from: http://resolver.tudelft.nl/uuid:41896a30-7891-4a78-925d-b39df19fa83f.

Council of Science Editors:

Domhof JFM. Multimodal Joint Visual Attention Model for Natural Human-Robot Interaction in Domestic Environments:. [Masters Thesis]. Delft University of Technology; 2015. Available from: http://resolver.tudelft.nl/uuid:41896a30-7891-4a78-925d-b39df19fa83f


Leiden University

19. Mons, Maria A. Rol van Sensitiviteit en Joint Attention in de Taalontwikkeling van Kinderen met Autisme.

Degree: 2013, Leiden University

 Almost all children with ASD show impaired language development, probably due to deficits in joint attention skills. This study examines the role of joint attention(more)

Subjects/Keywords: autism; pervasive developmental disorder; language development; joint attention; parental sensitivity

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

APA (6th Edition):

Mons, M. A. (2013). Rol van Sensitiviteit en Joint Attention in de Taalontwikkeling van Kinderen met Autisme. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/21102

Chicago Manual of Style (16th Edition):

Mons, Maria A. “Rol van Sensitiviteit en Joint Attention in de Taalontwikkeling van Kinderen met Autisme.” 2013. Masters Thesis, Leiden University. Accessed November 18, 2019. http://hdl.handle.net/1887/21102.

MLA Handbook (7th Edition):

Mons, Maria A. “Rol van Sensitiviteit en Joint Attention in de Taalontwikkeling van Kinderen met Autisme.” 2013. Web. 18 Nov 2019.

Vancouver:

Mons MA. Rol van Sensitiviteit en Joint Attention in de Taalontwikkeling van Kinderen met Autisme. [Internet] [Masters thesis]. Leiden University; 2013. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1887/21102.

Council of Science Editors:

Mons MA. Rol van Sensitiviteit en Joint Attention in de Taalontwikkeling van Kinderen met Autisme. [Masters Thesis]. Leiden University; 2013. Available from: http://hdl.handle.net/1887/21102


Temple University

20. Swope, Betsy Susannah. Evaluating the Tact Model as Accounting for Joint Attention in Children with Autism.

Degree: PhD, 2010, Temple University

Psychology

Autism is a neurological disorder that affects 1 in 110 children in the United States. Children with autism show deficits in the areas of… (more)

Subjects/Keywords: Psychology, Behavioral; Psychology, Developmental; applied behavior analysis; autism; joint attention; tact

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

APA (6th Edition):

Swope, B. S. (2010). Evaluating the Tact Model as Accounting for Joint Attention in Children with Autism. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,91179

Chicago Manual of Style (16th Edition):

Swope, Betsy Susannah. “Evaluating the Tact Model as Accounting for Joint Attention in Children with Autism.” 2010. Doctoral Dissertation, Temple University. Accessed November 18, 2019. http://digital.library.temple.edu/u?/p245801coll10,91179.

MLA Handbook (7th Edition):

Swope, Betsy Susannah. “Evaluating the Tact Model as Accounting for Joint Attention in Children with Autism.” 2010. Web. 18 Nov 2019.

Vancouver:

Swope BS. Evaluating the Tact Model as Accounting for Joint Attention in Children with Autism. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Nov 18]. Available from: http://digital.library.temple.edu/u?/p245801coll10,91179.

Council of Science Editors:

Swope BS. Evaluating the Tact Model as Accounting for Joint Attention in Children with Autism. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,91179


University of Colorado

21. Rickard, Carolyn Eryl. Multimodal Cues in the Socialization of Joint Attention in Young Children with Varying Degrees of Vision: Getting the Point Even When You Can't See It.

Degree: PhD, Speech, Language & Hearing Sciences, 2012, University of Colorado

  Research on joint attention and language learning has focused primarily on cues requiring visual access. However, this narrow focus cannot account for the emergence… (more)

Subjects/Keywords: joint attention; language acquistion; visual impairment; Linguistics; Speech Pathology and Audiology

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

APA (6th Edition):

Rickard, C. E. (2012). Multimodal Cues in the Socialization of Joint Attention in Young Children with Varying Degrees of Vision: Getting the Point Even When You Can't See It. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/slhs_gradetds/44

Chicago Manual of Style (16th Edition):

Rickard, Carolyn Eryl. “Multimodal Cues in the Socialization of Joint Attention in Young Children with Varying Degrees of Vision: Getting the Point Even When You Can't See It.” 2012. Doctoral Dissertation, University of Colorado. Accessed November 18, 2019. http://scholar.colorado.edu/slhs_gradetds/44.

MLA Handbook (7th Edition):

Rickard, Carolyn Eryl. “Multimodal Cues in the Socialization of Joint Attention in Young Children with Varying Degrees of Vision: Getting the Point Even When You Can't See It.” 2012. Web. 18 Nov 2019.

Vancouver:

Rickard CE. Multimodal Cues in the Socialization of Joint Attention in Young Children with Varying Degrees of Vision: Getting the Point Even When You Can't See It. [Internet] [Doctoral dissertation]. University of Colorado; 2012. [cited 2019 Nov 18]. Available from: http://scholar.colorado.edu/slhs_gradetds/44.

Council of Science Editors:

Rickard CE. Multimodal Cues in the Socialization of Joint Attention in Young Children with Varying Degrees of Vision: Getting the Point Even When You Can't See It. [Doctoral Dissertation]. University of Colorado; 2012. Available from: http://scholar.colorado.edu/slhs_gradetds/44


University of Kansas

22. Davis, Megan. The Effect of Music Therapy on Joint Attention Skills in Children with Autism Spectrum Disorder.

Degree: M.M.E., Music Education & Music Therapy, 2016, University of Kansas

 ABSTRACT The purpose of this study was to explore further whether children with Autism Spectrum Disorder displayed more joint attention behaviors—interacting and requesting joint attention—during… (more)

Subjects/Keywords: Music; Psychology; Autism Spectrum Disorder; Behavioral; Joint Attention; Music Therapy

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

APA (6th Edition):

Davis, M. (2016). The Effect of Music Therapy on Joint Attention Skills in Children with Autism Spectrum Disorder. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/21941

Chicago Manual of Style (16th Edition):

Davis, Megan. “The Effect of Music Therapy on Joint Attention Skills in Children with Autism Spectrum Disorder.” 2016. Masters Thesis, University of Kansas. Accessed November 18, 2019. http://hdl.handle.net/1808/21941.

MLA Handbook (7th Edition):

Davis, Megan. “The Effect of Music Therapy on Joint Attention Skills in Children with Autism Spectrum Disorder.” 2016. Web. 18 Nov 2019.

Vancouver:

Davis M. The Effect of Music Therapy on Joint Attention Skills in Children with Autism Spectrum Disorder. [Internet] [Masters thesis]. University of Kansas; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1808/21941.

Council of Science Editors:

Davis M. The Effect of Music Therapy on Joint Attention Skills in Children with Autism Spectrum Disorder. [Masters Thesis]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/21941


Universidade do Rio Grande do Sul

23. Foscarini, Ana Carla. A intencionalidade de comunicação mediada em autismo : um estudo de aquisição de gestos no sistema SCALA.

Degree: 2013, Universidade do Rio Grande do Sul

A comunicação humana é essencial para que ocorra um processo de interação social. É através dela que os sujeitos podem manifestar suas vontades, desejos, necessidades,… (more)

Subjects/Keywords: Autism; Autismo; Tecnologia assistiva; Communicative intent gestures; Joint attention; SCALA

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APA (6th Edition):

Foscarini, A. C. (2013). A intencionalidade de comunicação mediada em autismo : um estudo de aquisição de gestos no sistema SCALA. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/70599

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):

Foscarini, Ana Carla. “A intencionalidade de comunicação mediada em autismo : um estudo de aquisição de gestos no sistema SCALA.” 2013. Thesis, Universidade do Rio Grande do Sul. Accessed November 18, 2019. http://hdl.handle.net/10183/70599.

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

MLA Handbook (7th Edition):

Foscarini, Ana Carla. “A intencionalidade de comunicação mediada em autismo : um estudo de aquisição de gestos no sistema SCALA.” 2013. Web. 18 Nov 2019.

Vancouver:

Foscarini AC. A intencionalidade de comunicação mediada em autismo : um estudo de aquisição de gestos no sistema SCALA. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2013. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10183/70599.

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

Council of Science Editors:

Foscarini AC. A intencionalidade de comunicação mediada em autismo : um estudo de aquisição de gestos no sistema SCALA. [Thesis]. Universidade do Rio Grande do Sul; 2013. Available from: http://hdl.handle.net/10183/70599

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

24. Karst, Jeffrey Scott. Child and Caregiver Social Behavior and Joint Attention Change following P.L.A.Y. Project Intervention.

Degree: 2010, Marquette University

 Autism is a complex, developmental disorder affecting approximately one in 110 children in the United States. Children with autism spectrum disorders demonstrate a variety of… (more)

Subjects/Keywords: Autism; Caregiver; Intervention; Joint Attention; P.L.A.Y. Project; Social Behavior

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APA (6th Edition):

Karst, J. S. (2010). Child and Caregiver Social Behavior and Joint Attention Change following P.L.A.Y. Project Intervention. (Thesis). Marquette University. Retrieved from https://epublications.marquette.edu/theses_open/68

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):

Karst, Jeffrey Scott. “Child and Caregiver Social Behavior and Joint Attention Change following P.L.A.Y. Project Intervention.” 2010. Thesis, Marquette University. Accessed November 18, 2019. https://epublications.marquette.edu/theses_open/68.

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

MLA Handbook (7th Edition):

Karst, Jeffrey Scott. “Child and Caregiver Social Behavior and Joint Attention Change following P.L.A.Y. Project Intervention.” 2010. Web. 18 Nov 2019.

Vancouver:

Karst JS. Child and Caregiver Social Behavior and Joint Attention Change following P.L.A.Y. Project Intervention. [Internet] [Thesis]. Marquette University; 2010. [cited 2019 Nov 18]. Available from: https://epublications.marquette.edu/theses_open/68.

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

Council of Science Editors:

Karst JS. Child and Caregiver Social Behavior and Joint Attention Change following P.L.A.Y. Project Intervention. [Thesis]. Marquette University; 2010. Available from: https://epublications.marquette.edu/theses_open/68

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


UCLA

25. Panganiban, Jonathan Luke. Measuring Joint Attention in Children with Autism Spectrum Disorder Through Structured and Unstructured Play.

Degree: Education, 2017, UCLA

Joint attention, or the shared experience of an object or activity, is one of the earliest indicators of social interaction, and an important precursor to… (more)

Subjects/Keywords: Special education; Disability studies; autism; joint attention; play

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APA (6th Edition):

Panganiban, J. L. (2017). Measuring Joint Attention in Children with Autism Spectrum Disorder Through Structured and Unstructured Play. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/7wr09476

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):

Panganiban, Jonathan Luke. “Measuring Joint Attention in Children with Autism Spectrum Disorder Through Structured and Unstructured Play.” 2017. Thesis, UCLA. Accessed November 18, 2019. http://www.escholarship.org/uc/item/7wr09476.

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

MLA Handbook (7th Edition):

Panganiban, Jonathan Luke. “Measuring Joint Attention in Children with Autism Spectrum Disorder Through Structured and Unstructured Play.” 2017. Web. 18 Nov 2019.

Vancouver:

Panganiban JL. Measuring Joint Attention in Children with Autism Spectrum Disorder Through Structured and Unstructured Play. [Internet] [Thesis]. UCLA; 2017. [cited 2019 Nov 18]. Available from: http://www.escholarship.org/uc/item/7wr09476.

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

Council of Science Editors:

Panganiban JL. Measuring Joint Attention in Children with Autism Spectrum Disorder Through Structured and Unstructured Play. [Thesis]. UCLA; 2017. Available from: http://www.escholarship.org/uc/item/7wr09476

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


University of Vienna

26. Döltl, Susanne. Entwicklung und Überprüfung einer händischen Kodierung der Dimension Joint Attention des Verhaltensbeobachtungssystems INTAKT.

Degree: 2017, University of Vienna

Das INTAKT-Beobachtungssystem erfasst die Beziehungsqualität zwischen Müttern und Kindern anhand der Dimensionen Mütterliche Feinfühligkeit, Rückmeldung und Joint Attention. Der Fokus der vorliegenden Studie liegt auf… (more)

Subjects/Keywords: 77.08 Psychologische Diagnostik; INTAKT / Joint Attention / Verhaltensbeobachtung / Interaktionsbeobachtung

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APA (6th Edition):

Döltl, S. (2017). Entwicklung und Überprüfung einer händischen Kodierung der Dimension Joint Attention des Verhaltensbeobachtungssystems INTAKT. (Thesis). University of Vienna. Retrieved from http://othes.univie.ac.at/46372/

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):

Döltl, Susanne. “Entwicklung und Überprüfung einer händischen Kodierung der Dimension Joint Attention des Verhaltensbeobachtungssystems INTAKT.” 2017. Thesis, University of Vienna. Accessed November 18, 2019. http://othes.univie.ac.at/46372/.

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

MLA Handbook (7th Edition):

Döltl, Susanne. “Entwicklung und Überprüfung einer händischen Kodierung der Dimension Joint Attention des Verhaltensbeobachtungssystems INTAKT.” 2017. Web. 18 Nov 2019.

Vancouver:

Döltl S. Entwicklung und Überprüfung einer händischen Kodierung der Dimension Joint Attention des Verhaltensbeobachtungssystems INTAKT. [Internet] [Thesis]. University of Vienna; 2017. [cited 2019 Nov 18]. Available from: http://othes.univie.ac.at/46372/.

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

Council of Science Editors:

Döltl S. Entwicklung und Überprüfung einer händischen Kodierung der Dimension Joint Attention des Verhaltensbeobachtungssystems INTAKT. [Thesis]. University of Vienna; 2017. Available from: http://othes.univie.ac.at/46372/

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

27. Guézennec, Benedicte. Säger en blick mer än tusen ord? : En kvalitativ studie om relationsskapande mekanismer i vården av flerfunktionshindrade ungdomar och unga vuxna inom en specifik verksamhet.

Degree: Faculty of Arts and Sciences, 2014, Linköping UniversityLinköping University

  Syftet med studien är att undersöka vilka faktorer som inverkar på personalens relation till brukarna på ett korttidshem för flerfunktionshindrade ungdomar och unga vuxna,… (more)

Subjects/Keywords: flerfunktionshinder; korttidshem; joint attention; anknytning; motivation; Grounded Theory; självetnografi

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APA (6th Edition):

Guézennec, B. (2014). Säger en blick mer än tusen ord? : En kvalitativ studie om relationsskapande mekanismer i vården av flerfunktionshindrade ungdomar och unga vuxna inom en specifik verksamhet. (Thesis). Linköping UniversityLinköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-105210

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):

Guézennec, Benedicte. “Säger en blick mer än tusen ord? : En kvalitativ studie om relationsskapande mekanismer i vården av flerfunktionshindrade ungdomar och unga vuxna inom en specifik verksamhet.” 2014. Thesis, Linköping UniversityLinköping University. Accessed November 18, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-105210.

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

MLA Handbook (7th Edition):

Guézennec, Benedicte. “Säger en blick mer än tusen ord? : En kvalitativ studie om relationsskapande mekanismer i vården av flerfunktionshindrade ungdomar och unga vuxna inom en specifik verksamhet.” 2014. Web. 18 Nov 2019.

Vancouver:

Guézennec B. Säger en blick mer än tusen ord? : En kvalitativ studie om relationsskapande mekanismer i vården av flerfunktionshindrade ungdomar och unga vuxna inom en specifik verksamhet. [Internet] [Thesis]. Linköping UniversityLinköping University; 2014. [cited 2019 Nov 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-105210.

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

Council of Science Editors:

Guézennec B. Säger en blick mer än tusen ord? : En kvalitativ studie om relationsskapande mekanismer i vården av flerfunktionshindrade ungdomar och unga vuxna inom en specifik verksamhet. [Thesis]. Linköping UniversityLinköping University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-105210

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


University of Oregon

28. Hansen, Sarah. Pivotal Play: Peer Mediated Intervention in the Preschool Classroom.

Degree: 2016, University of Oregon

 Inclusive preschool settings often provide benefits for children with special needs. Children with autism spectrum disorders (ASD) are at risk for isolation from peers and… (more)

Subjects/Keywords: Autism; Early social skills; Inclusion; Intervention; Joint attention; Preschool

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

APA (6th Edition):

Hansen, S. (2016). Pivotal Play: Peer Mediated Intervention in the Preschool Classroom. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/20688

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):

Hansen, Sarah. “Pivotal Play: Peer Mediated Intervention in the Preschool Classroom.” 2016. Thesis, University of Oregon. Accessed November 18, 2019. http://hdl.handle.net/1794/20688.

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

MLA Handbook (7th Edition):

Hansen, Sarah. “Pivotal Play: Peer Mediated Intervention in the Preschool Classroom.” 2016. Web. 18 Nov 2019.

Vancouver:

Hansen S. Pivotal Play: Peer Mediated Intervention in the Preschool Classroom. [Internet] [Thesis]. University of Oregon; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1794/20688.

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

Council of Science Editors:

Hansen S. Pivotal Play: Peer Mediated Intervention in the Preschool Classroom. [Thesis]. University of Oregon; 2016. Available from: http://hdl.handle.net/1794/20688

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


Vanderbilt University

29. Presmanes, Alison Greer. Emotion Expression & Joint Attention: The Influence of Affect on Language Learning.

Degree: MS, Psychology, 2005, Vanderbilt University

 Previous research suggests that neutral infants have more advanced expressive language abilities, compared to more emotionally expressive infants . Bloom (1993) hypothesized that infants who… (more)

Subjects/Keywords: language; joint attention; affect

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APA (6th Edition):

Presmanes, A. G. (2005). Emotion Expression & Joint Attention: The Influence of Affect on Language Learning. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07292005-095810/ ;

Chicago Manual of Style (16th Edition):

Presmanes, Alison Greer. “Emotion Expression & Joint Attention: The Influence of Affect on Language Learning.” 2005. Masters Thesis, Vanderbilt University. Accessed November 18, 2019. http://etd.library.vanderbilt.edu/available/etd-07292005-095810/ ;.

MLA Handbook (7th Edition):

Presmanes, Alison Greer. “Emotion Expression & Joint Attention: The Influence of Affect on Language Learning.” 2005. Web. 18 Nov 2019.

Vancouver:

Presmanes AG. Emotion Expression & Joint Attention: The Influence of Affect on Language Learning. [Internet] [Masters thesis]. Vanderbilt University; 2005. [cited 2019 Nov 18]. Available from: http://etd.library.vanderbilt.edu/available/etd-07292005-095810/ ;.

Council of Science Editors:

Presmanes AG. Emotion Expression & Joint Attention: The Influence of Affect on Language Learning. [Masters Thesis]. Vanderbilt University; 2005. Available from: http://etd.library.vanderbilt.edu/available/etd-07292005-095810/ ;

30. FU HUIYUN, ERIN. INFLUENCE OF MATERNAL BEHAVIOURS DURING JOINT ATTENTION AT 6 MONTHS ON VOCABULARY AT 18 MONTHS.

Degree: 2012, National University of Singapore

Subjects/Keywords: joint attention; maternal behaviour; vocabulary

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

APA (6th Edition):

FU HUIYUN, E. (2012). INFLUENCE OF MATERNAL BEHAVIOURS DURING JOINT ATTENTION AT 6 MONTHS ON VOCABULARY AT 18 MONTHS. (Thesis). National University of Singapore. Retrieved from http://scholarbank.nus.edu.sg/handle/10635/38814

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):

FU HUIYUN, ERIN. “INFLUENCE OF MATERNAL BEHAVIOURS DURING JOINT ATTENTION AT 6 MONTHS ON VOCABULARY AT 18 MONTHS.” 2012. Thesis, National University of Singapore. Accessed November 18, 2019. http://scholarbank.nus.edu.sg/handle/10635/38814.

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

MLA Handbook (7th Edition):

FU HUIYUN, ERIN. “INFLUENCE OF MATERNAL BEHAVIOURS DURING JOINT ATTENTION AT 6 MONTHS ON VOCABULARY AT 18 MONTHS.” 2012. Web. 18 Nov 2019.

Vancouver:

FU HUIYUN E. INFLUENCE OF MATERNAL BEHAVIOURS DURING JOINT ATTENTION AT 6 MONTHS ON VOCABULARY AT 18 MONTHS. [Internet] [Thesis]. National University of Singapore; 2012. [cited 2019 Nov 18]. Available from: http://scholarbank.nus.edu.sg/handle/10635/38814.

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

Council of Science Editors:

FU HUIYUN E. INFLUENCE OF MATERNAL BEHAVIOURS DURING JOINT ATTENTION AT 6 MONTHS ON VOCABULARY AT 18 MONTHS. [Thesis]. National University of Singapore; 2012. Available from: http://scholarbank.nus.edu.sg/handle/10635/38814

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

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