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You searched for subject:(Prompting). Showing records 1 – 30 of 114 total matches.

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Louisiana State University

1. Lomas Mevers, Joanna Elizabeth. Treatment integrity failures matched to behavioral function.

Degree: PhD, Psychology, 2013, Louisiana State University

 Prior research on treatment integrity has focused on either the lack of measurement of the independent variable (Peterson, Homer & Wonderlich, 1982; Gresham, Gansle &… (more)

Subjects/Keywords: compliance; prompting; reinforcement

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APA (6th Edition):

Lomas Mevers, J. E. (2013). Treatment integrity failures matched to behavioral function. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06192013-135121 ; https://digitalcommons.lsu.edu/gradschool_dissertations/357

Chicago Manual of Style (16th Edition):

Lomas Mevers, Joanna Elizabeth. “Treatment integrity failures matched to behavioral function.” 2013. Doctoral Dissertation, Louisiana State University. Accessed September 26, 2020. etd-06192013-135121 ; https://digitalcommons.lsu.edu/gradschool_dissertations/357.

MLA Handbook (7th Edition):

Lomas Mevers, Joanna Elizabeth. “Treatment integrity failures matched to behavioral function.” 2013. Web. 26 Sep 2020.

Vancouver:

Lomas Mevers JE. Treatment integrity failures matched to behavioral function. [Internet] [Doctoral dissertation]. Louisiana State University; 2013. [cited 2020 Sep 26]. Available from: etd-06192013-135121 ; https://digitalcommons.lsu.edu/gradschool_dissertations/357.

Council of Science Editors:

Lomas Mevers JE. Treatment integrity failures matched to behavioral function. [Doctoral Dissertation]. Louisiana State University; 2013. Available from: etd-06192013-135121 ; https://digitalcommons.lsu.edu/gradschool_dissertations/357


Louisiana State University

2. Powers, Courtney. Fostering compliance in preschool-aged children using least-to-most assistive prompt hierarchy.

Degree: MS, Human Ecology, 2011, Louisiana State University

 Previous research has shown that prompting can increase child compliance to adult directives (Tarbox, Wallace, Penrod, & Tarbox, 2007; Wilder & Atwell, 2006; Wilder, Atwell,… (more)

Subjects/Keywords: Prompting; Children; Compliance

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APA (6th Edition):

Powers, C. (2011). Fostering compliance in preschool-aged children using least-to-most assistive prompt hierarchy. (Masters Thesis). Louisiana State University. Retrieved from etd-04252011-191232 ; https://digitalcommons.lsu.edu/gradschool_theses/1455

Chicago Manual of Style (16th Edition):

Powers, Courtney. “Fostering compliance in preschool-aged children using least-to-most assistive prompt hierarchy.” 2011. Masters Thesis, Louisiana State University. Accessed September 26, 2020. etd-04252011-191232 ; https://digitalcommons.lsu.edu/gradschool_theses/1455.

MLA Handbook (7th Edition):

Powers, Courtney. “Fostering compliance in preschool-aged children using least-to-most assistive prompt hierarchy.” 2011. Web. 26 Sep 2020.

Vancouver:

Powers C. Fostering compliance in preschool-aged children using least-to-most assistive prompt hierarchy. [Internet] [Masters thesis]. Louisiana State University; 2011. [cited 2020 Sep 26]. Available from: etd-04252011-191232 ; https://digitalcommons.lsu.edu/gradschool_theses/1455.

Council of Science Editors:

Powers C. Fostering compliance in preschool-aged children using least-to-most assistive prompt hierarchy. [Masters Thesis]. Louisiana State University; 2011. Available from: etd-04252011-191232 ; https://digitalcommons.lsu.edu/gradschool_theses/1455

3. Lizcano, Rita, M.A. Building Independence Through Prompt-Fading .

Degree: 2012, California State University – San Marcos

 The purpose of this study was to identify and evaluate the most effective ways to promote independence for students with mild-to-moderate disabilities. Through review of… (more)

Subjects/Keywords: prompting; independence; prompt-fading

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APA (6th Edition):

Lizcano, Rita, M. A. (2012). Building Independence Through Prompt-Fading . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/269

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):

Lizcano, Rita, M A. “Building Independence Through Prompt-Fading .” 2012. Thesis, California State University – San Marcos. Accessed September 26, 2020. http://hdl.handle.net/10211.8/269.

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

MLA Handbook (7th Edition):

Lizcano, Rita, M A. “Building Independence Through Prompt-Fading .” 2012. Web. 26 Sep 2020.

Vancouver:

Lizcano, Rita MA. Building Independence Through Prompt-Fading . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10211.8/269.

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

Council of Science Editors:

Lizcano, Rita MA. Building Independence Through Prompt-Fading . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/269

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


Louisiana State University

4. West, Sarah Elizabeth. Using Teacher Prompts to Increase Leadership Skills in Preschool Children.

Degree: MEd, Curriculum and Instruction, 2018, Louisiana State University

  The purpose of the present study was to determine if teacher prompting could increase the frequency of leadership behaviors exhibited by preschool children during… (more)

Subjects/Keywords: childhood leadership; prompting; preschool

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APA (6th Edition):

West, S. E. (2018). Using Teacher Prompts to Increase Leadership Skills in Preschool Children. (Masters Thesis). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_theses/4648

Chicago Manual of Style (16th Edition):

West, Sarah Elizabeth. “Using Teacher Prompts to Increase Leadership Skills in Preschool Children.” 2018. Masters Thesis, Louisiana State University. Accessed September 26, 2020. https://digitalcommons.lsu.edu/gradschool_theses/4648.

MLA Handbook (7th Edition):

West, Sarah Elizabeth. “Using Teacher Prompts to Increase Leadership Skills in Preschool Children.” 2018. Web. 26 Sep 2020.

Vancouver:

West SE. Using Teacher Prompts to Increase Leadership Skills in Preschool Children. [Internet] [Masters thesis]. Louisiana State University; 2018. [cited 2020 Sep 26]. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4648.

Council of Science Editors:

West SE. Using Teacher Prompts to Increase Leadership Skills in Preschool Children. [Masters Thesis]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4648


University of North Texas

5. Brown, Madison McMurray. Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility.

Degree: 2018, University of North Texas

 Behavior-specific praise has been shown to increase rate of desired behaviors for individuals with intellectual and developmental disabilities, though it is rarely used by caregivers… (more)

Subjects/Keywords: behavior-specific praise; prompting; tactile prompting; general praise

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APA (6th Edition):

Brown, M. M. (2018). Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1404625/

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):

Brown, Madison McMurray. “Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility.” 2018. Thesis, University of North Texas. Accessed September 26, 2020. https://digital.library.unt.edu/ark:/67531/metadc1404625/.

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

MLA Handbook (7th Edition):

Brown, Madison McMurray. “Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility.” 2018. Web. 26 Sep 2020.

Vancouver:

Brown MM. Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility. [Internet] [Thesis]. University of North Texas; 2018. [cited 2020 Sep 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404625/.

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

Council of Science Editors:

Brown MM. Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404625/

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


Vanderbilt University

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

Degree: PhD, Special Education, 2014, Vanderbilt University

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

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

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APA (6th Edition):

Hardy, J. K. (2014). Systematic Instruction of Early Math Skills. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11943

Chicago Manual of Style (16th Edition):

Hardy, Jessica Kristen. “Systematic Instruction of Early Math Skills.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed September 26, 2020. http://hdl.handle.net/1803/11943.

MLA Handbook (7th Edition):

Hardy, Jessica Kristen. “Systematic Instruction of Early Math Skills.” 2014. Web. 26 Sep 2020.

Vancouver:

Hardy JK. Systematic Instruction of Early Math Skills. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1803/11943.

Council of Science Editors:

Hardy JK. Systematic Instruction of Early Math Skills. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/11943


California State University – Sacramento

7. Page, Sean R. An evaluation of repeated vocal prompting.

Degree: MA, Psychology (Applied Behavior Analysis, 2019, California State University – Sacramento

 Noncompliance is a common problem in children with and without diagnoses such as autism spectrum disorder or other developmental disabilities. A method for addressing noncompliance… (more)

Subjects/Keywords: Noncompliance; Increase compliance; Three-step prompting

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APA (6th Edition):

Page, S. R. (2019). An evaluation of repeated vocal prompting. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/213000

Chicago Manual of Style (16th Edition):

Page, Sean R. “An evaluation of repeated vocal prompting.” 2019. Masters Thesis, California State University – Sacramento. Accessed September 26, 2020. http://hdl.handle.net/10211.3/213000.

MLA Handbook (7th Edition):

Page, Sean R. “An evaluation of repeated vocal prompting.” 2019. Web. 26 Sep 2020.

Vancouver:

Page SR. An evaluation of repeated vocal prompting. [Internet] [Masters thesis]. California State University – Sacramento; 2019. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10211.3/213000.

Council of Science Editors:

Page SR. An evaluation of repeated vocal prompting. [Masters Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/213000


University of Georgia

8. Shepley, Sally Bereznak. Comparison of teacher- and student-delivered instruction for adolescents with with an intellectual disability.

Degree: 2016, University of Georgia

 This study evaluated the effects video prompting when presented as teacher-delivered instruction (TDI) and when presented as student-delivered instruction (SDI) on skill acquisition for four… (more)

Subjects/Keywords: intellectual disability; student-delivered instruction; video prompting

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APA (6th Edition):

Shepley, S. B. (2016). Comparison of teacher- and student-delivered instruction for adolescents with with an intellectual disability. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/33819

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):

Shepley, Sally Bereznak. “Comparison of teacher- and student-delivered instruction for adolescents with with an intellectual disability.” 2016. Thesis, University of Georgia. Accessed September 26, 2020. http://hdl.handle.net/10724/33819.

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

MLA Handbook (7th Edition):

Shepley, Sally Bereznak. “Comparison of teacher- and student-delivered instruction for adolescents with with an intellectual disability.” 2016. Web. 26 Sep 2020.

Vancouver:

Shepley SB. Comparison of teacher- and student-delivered instruction for adolescents with with an intellectual disability. [Internet] [Thesis]. University of Georgia; 2016. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10724/33819.

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

Council of Science Editors:

Shepley SB. Comparison of teacher- and student-delivered instruction for adolescents with with an intellectual disability. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/33819

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


University of Toronto

9. Monroy, Victor. A Wizard-of-Oz Study to Determine the Efficacy of an Automated Prompting System for Children with Autism.

Degree: 2010, University of Toronto

This thesis presents a study to develop and explore the use of a computerized system that provided automated prompts to children with ASD during the… (more)

Subjects/Keywords: Autism; Wizard of Oz; Prompting system; Handwashing; Self-care activity; Prompting; ASD; children; 0541

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

APA (6th Edition):

Monroy, V. (2010). A Wizard-of-Oz Study to Determine the Efficacy of an Automated Prompting System for Children with Autism. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25866

Chicago Manual of Style (16th Edition):

Monroy, Victor. “A Wizard-of-Oz Study to Determine the Efficacy of an Automated Prompting System for Children with Autism.” 2010. Masters Thesis, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/25866.

MLA Handbook (7th Edition):

Monroy, Victor. “A Wizard-of-Oz Study to Determine the Efficacy of an Automated Prompting System for Children with Autism.” 2010. Web. 26 Sep 2020.

Vancouver:

Monroy V. A Wizard-of-Oz Study to Determine the Efficacy of an Automated Prompting System for Children with Autism. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/25866.

Council of Science Editors:

Monroy V. A Wizard-of-Oz Study to Determine the Efficacy of an Automated Prompting System for Children with Autism. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25866


Northeastern University

10. Nalley, Ashton Elizabeth. An evaluation of a pre-teaching assessment of response prompting; Pre-teaching prompting assessment.

Degree: MS, Department of Counseling and Applied Educational Psychology, 2010, Northeastern University

 Individuals with developmental disabilities, such as autism, often require prompts to acquire certain skills. Several teaching methods have been developed however few direct comparisons of… (more)

Subjects/Keywords: Assessment; Individualized education; Prompting; Prompting (Education); Developmentally disabled; Behavior and Behavior Mechanisms; Developmental Psychology

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APA (6th Edition):

Nalley, A. E. (2010). An evaluation of a pre-teaching assessment of response prompting; Pre-teaching prompting assessment. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002813

Chicago Manual of Style (16th Edition):

Nalley, Ashton Elizabeth. “An evaluation of a pre-teaching assessment of response prompting; Pre-teaching prompting assessment.” 2010. Masters Thesis, Northeastern University. Accessed September 26, 2020. http://hdl.handle.net/2047/d20002813.

MLA Handbook (7th Edition):

Nalley, Ashton Elizabeth. “An evaluation of a pre-teaching assessment of response prompting; Pre-teaching prompting assessment.” 2010. Web. 26 Sep 2020.

Vancouver:

Nalley AE. An evaluation of a pre-teaching assessment of response prompting; Pre-teaching prompting assessment. [Internet] [Masters thesis]. Northeastern University; 2010. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/2047/d20002813.

Council of Science Editors:

Nalley AE. An evaluation of a pre-teaching assessment of response prompting; Pre-teaching prompting assessment. [Masters Thesis]. Northeastern University; 2010. Available from: http://hdl.handle.net/2047/d20002813

11. Adams, David. Improving the overhand throwing performance of children with autism spectrum disorder.

Degree: PhD, Kinesiology, 2018, Texas Woman's University

 The purpose of this investigation was to compare the influence of three instructional conditions: (a) Direct Instruction only, (b) Direct Instruction plus Video Prompting, and… (more)

Subjects/Keywords: autism spectrum disorder; video-based instruction; gross motor skill performance; video prompting; verbal prompting

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APA (6th Edition):

Adams, D. (2018). Improving the overhand throwing performance of children with autism spectrum disorder. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10185

Chicago Manual of Style (16th Edition):

Adams, David. “Improving the overhand throwing performance of children with autism spectrum disorder.” 2018. Doctoral Dissertation, Texas Woman's University. Accessed September 26, 2020. http://hdl.handle.net/11274/10185.

MLA Handbook (7th Edition):

Adams, David. “Improving the overhand throwing performance of children with autism spectrum disorder.” 2018. Web. 26 Sep 2020.

Vancouver:

Adams D. Improving the overhand throwing performance of children with autism spectrum disorder. [Internet] [Doctoral dissertation]. Texas Woman's University; 2018. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/11274/10185.

Council of Science Editors:

Adams D. Improving the overhand throwing performance of children with autism spectrum disorder. [Doctoral Dissertation]. Texas Woman's University; 2018. Available from: http://hdl.handle.net/11274/10185


Liberty University

12. Williams, Kelly. The Use of Video Prompting Via an Ipad® and a System of Least-to-Most Prompting to Teach Individuals with Moderate Intellectual Disabilities the Vocational Task of Rolling Silverware.

Degree: 2013, Liberty University

 This quantitative study was designed to evaluate the effectiveness of video prompting delivered via an iPad® in combination with a system of least-to-most prompting to… (more)

Subjects/Keywords: intellectual disabilities; iPad; least-to-most prompting; video prompting; vocational training; Disability and Equity in Education; Special Education and Teaching

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APA (6th Edition):

Williams, K. (2013). The Use of Video Prompting Via an Ipad® and a System of Least-to-Most Prompting to Teach Individuals with Moderate Intellectual Disabilities the Vocational Task of Rolling Silverware. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/774

Chicago Manual of Style (16th Edition):

Williams, Kelly. “The Use of Video Prompting Via an Ipad® and a System of Least-to-Most Prompting to Teach Individuals with Moderate Intellectual Disabilities the Vocational Task of Rolling Silverware.” 2013. Doctoral Dissertation, Liberty University. Accessed September 26, 2020. http://digitalcommons.liberty.edu/doctoral/774.

MLA Handbook (7th Edition):

Williams, Kelly. “The Use of Video Prompting Via an Ipad® and a System of Least-to-Most Prompting to Teach Individuals with Moderate Intellectual Disabilities the Vocational Task of Rolling Silverware.” 2013. Web. 26 Sep 2020.

Vancouver:

Williams K. The Use of Video Prompting Via an Ipad® and a System of Least-to-Most Prompting to Teach Individuals with Moderate Intellectual Disabilities the Vocational Task of Rolling Silverware. [Internet] [Doctoral dissertation]. Liberty University; 2013. [cited 2020 Sep 26]. Available from: http://digitalcommons.liberty.edu/doctoral/774.

Council of Science Editors:

Williams K. The Use of Video Prompting Via an Ipad® and a System of Least-to-Most Prompting to Teach Individuals with Moderate Intellectual Disabilities the Vocational Task of Rolling Silverware. [Doctoral Dissertation]. Liberty University; 2013. Available from: http://digitalcommons.liberty.edu/doctoral/774


Universidade Estadual de Campinas

13. Marinho, Júlia da Silva, 1983-. O prompting e suas funções linguístico-interacionais nas afasias: Prompting and its linguistics-interactional functions in aphasia.

Degree: 2012, Universidade Estadual de Campinas

 Abstract: Our purpose in undertaking a linguistic-interactional study of verbal prompting, as well as its explanatory gains for the context of aphasia research, has arisen… (more)

Subjects/Keywords: Prompting (Fonoaudiologia); Afasia; Neurolinguística; Interação verbal; Prompting (Speech, language and hearing sciences); Aphasia; Neurolinguistics; Verbal interaction

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

APA (6th Edition):

Marinho, Júlia da Silva, 1. (2012). O prompting e suas funções linguístico-interacionais nas afasias: Prompting and its linguistics-interactional functions in aphasia. (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/270616

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):

Marinho, Júlia da Silva, 1983-. “O prompting e suas funções linguístico-interacionais nas afasias: Prompting and its linguistics-interactional functions in aphasia.” 2012. Thesis, Universidade Estadual de Campinas. Accessed September 26, 2020. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270616.

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

MLA Handbook (7th Edition):

Marinho, Júlia da Silva, 1983-. “O prompting e suas funções linguístico-interacionais nas afasias: Prompting and its linguistics-interactional functions in aphasia.” 2012. Web. 26 Sep 2020.

Vancouver:

Marinho, Júlia da Silva 1. O prompting e suas funções linguístico-interacionais nas afasias: Prompting and its linguistics-interactional functions in aphasia. [Internet] [Thesis]. Universidade Estadual de Campinas; 2012. [cited 2020 Sep 26]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/270616.

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

Council of Science Editors:

Marinho, Júlia da Silva 1. O prompting e suas funções linguístico-interacionais nas afasias: Prompting and its linguistics-interactional functions in aphasia. [Thesis]. Universidade Estadual de Campinas; 2012. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/270616

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


University of Kentucky

14. Littrell, Seth. USING SIMULTANEOUS PROMPTING WITH AN IPAD TO TEACH CHOICE MAKING TO ADOLESCENTS WITH DISABILITIES.

Degree: 2013, University of Kentucky

 The use of a simultaneous prompting procedure for teaching choice-making skills using an iPad to high-school students with moderate intellectual disabilities was evaluated. The Proloquo2Go… (more)

Subjects/Keywords: iPad; Proloquo2Go; Choice Making; Disability; Simultaneous Prompting; Special Education and Teaching

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APA (6th Edition):

Littrell, S. (2013). USING SIMULTANEOUS PROMPTING WITH AN IPAD TO TEACH CHOICE MAKING TO ADOLESCENTS WITH DISABILITIES. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/edsrc_etds/3

Chicago Manual of Style (16th Edition):

Littrell, Seth. “USING SIMULTANEOUS PROMPTING WITH AN IPAD TO TEACH CHOICE MAKING TO ADOLESCENTS WITH DISABILITIES.” 2013. Masters Thesis, University of Kentucky. Accessed September 26, 2020. http://uknowledge.uky.edu/edsrc_etds/3.

MLA Handbook (7th Edition):

Littrell, Seth. “USING SIMULTANEOUS PROMPTING WITH AN IPAD TO TEACH CHOICE MAKING TO ADOLESCENTS WITH DISABILITIES.” 2013. Web. 26 Sep 2020.

Vancouver:

Littrell S. USING SIMULTANEOUS PROMPTING WITH AN IPAD TO TEACH CHOICE MAKING TO ADOLESCENTS WITH DISABILITIES. [Internet] [Masters thesis]. University of Kentucky; 2013. [cited 2020 Sep 26]. Available from: http://uknowledge.uky.edu/edsrc_etds/3.

Council of Science Editors:

Littrell S. USING SIMULTANEOUS PROMPTING WITH AN IPAD TO TEACH CHOICE MAKING TO ADOLESCENTS WITH DISABILITIES. [Masters Thesis]. University of Kentucky; 2013. Available from: http://uknowledge.uky.edu/edsrc_etds/3


University of Tasmania

15. Rayner, CS. Video-based intervention for individuals with autism.

Degree: 2011, University of Tasmania

 This doctoral research investigated video-based intervention (VBI) for individuals with autism. Without effective intervention, individuals with autism are likely to experience difficulties with functioning at… (more)

Subjects/Keywords: video modelling; video prompting; autism; imitation; backward chaining

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APA (6th Edition):

Rayner, C. (2011). Video-based intervention for individuals with autism. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/12498/2/Whole_excluding_appendices_G_and_H-Video-based_intervention_for_individuals_with_autism_-_Chris.pdf ; https://eprints.utas.edu.au/12498/3/Whole_Video-based_intervention_for_individuals_with_autism_-_Chris.pdf ; Rayner, CS ORCID: 0000-0001-6335-6379 <https://orcid.org/0000-0001-6335-6379> 2011 , 'Video-based intervention for individuals with autism', PhD thesis, University of Tasmania.

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):

Rayner, CS. “Video-based intervention for individuals with autism.” 2011. Thesis, University of Tasmania. Accessed September 26, 2020. https://eprints.utas.edu.au/12498/2/Whole_excluding_appendices_G_and_H-Video-based_intervention_for_individuals_with_autism_-_Chris.pdf ; https://eprints.utas.edu.au/12498/3/Whole_Video-based_intervention_for_individuals_with_autism_-_Chris.pdf ; Rayner, CS ORCID: 0000-0001-6335-6379 <https://orcid.org/0000-0001-6335-6379> 2011 , 'Video-based intervention for individuals with autism', PhD thesis, University of Tasmania..

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

MLA Handbook (7th Edition):

Rayner, CS. “Video-based intervention for individuals with autism.” 2011. Web. 26 Sep 2020.

Vancouver:

Rayner C. Video-based intervention for individuals with autism. [Internet] [Thesis]. University of Tasmania; 2011. [cited 2020 Sep 26]. Available from: https://eprints.utas.edu.au/12498/2/Whole_excluding_appendices_G_and_H-Video-based_intervention_for_individuals_with_autism_-_Chris.pdf ; https://eprints.utas.edu.au/12498/3/Whole_Video-based_intervention_for_individuals_with_autism_-_Chris.pdf ; Rayner, CS ORCID: 0000-0001-6335-6379 <https://orcid.org/0000-0001-6335-6379> 2011 , 'Video-based intervention for individuals with autism', PhD thesis, University of Tasmania..

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

Council of Science Editors:

Rayner C. Video-based intervention for individuals with autism. [Thesis]. University of Tasmania; 2011. Available from: https://eprints.utas.edu.au/12498/2/Whole_excluding_appendices_G_and_H-Video-based_intervention_for_individuals_with_autism_-_Chris.pdf ; https://eprints.utas.edu.au/12498/3/Whole_Video-based_intervention_for_individuals_with_autism_-_Chris.pdf ; Rayner, CS ORCID: 0000-0001-6335-6379 <https://orcid.org/0000-0001-6335-6379> 2011 , 'Video-based intervention for individuals with autism', PhD thesis, University of Tasmania.

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


Vanderbilt University

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

Degree: PhD, Special Education, 2014, Vanderbilt University

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

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

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

APA (6th Edition):

Ivy, S. E. (2014). An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12921

Chicago Manual of Style (16th Edition):

Ivy, Sarah Elizabeth. “An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed September 26, 2020. http://hdl.handle.net/1803/12921.

MLA Handbook (7th Edition):

Ivy, Sarah Elizabeth. “An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities.” 2014. Web. 26 Sep 2020.

Vancouver:

Ivy SE. An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1803/12921.

Council of Science Editors:

Ivy SE. An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/12921


Vanderbilt University

17. Reichow, Brian Richard. Comparison of Progressive Time Delay with Instructive Feedback and Progressive Time Delay without Instructive Feedback for Children with Autism Spectrum Disorders.

Degree: PhD, Special Education, 2008, Vanderbilt University

 The present study examined the effectiveness and efficiency of two instructional arrangements using the progressive time delay (PTD) procedure with 5 young children with autism.… (more)

Subjects/Keywords: response prompting; autism; early intervention

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APA (6th Edition):

Reichow, B. R. (2008). Comparison of Progressive Time Delay with Instructive Feedback and Progressive Time Delay without Instructive Feedback for Children with Autism Spectrum Disorders. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12630

Chicago Manual of Style (16th Edition):

Reichow, Brian Richard. “Comparison of Progressive Time Delay with Instructive Feedback and Progressive Time Delay without Instructive Feedback for Children with Autism Spectrum Disorders.” 2008. Doctoral Dissertation, Vanderbilt University. Accessed September 26, 2020. http://hdl.handle.net/1803/12630.

MLA Handbook (7th Edition):

Reichow, Brian Richard. “Comparison of Progressive Time Delay with Instructive Feedback and Progressive Time Delay without Instructive Feedback for Children with Autism Spectrum Disorders.” 2008. Web. 26 Sep 2020.

Vancouver:

Reichow BR. Comparison of Progressive Time Delay with Instructive Feedback and Progressive Time Delay without Instructive Feedback for Children with Autism Spectrum Disorders. [Internet] [Doctoral dissertation]. Vanderbilt University; 2008. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1803/12630.

Council of Science Editors:

Reichow BR. Comparison of Progressive Time Delay with Instructive Feedback and Progressive Time Delay without Instructive Feedback for Children with Autism Spectrum Disorders. [Doctoral Dissertation]. Vanderbilt University; 2008. Available from: http://hdl.handle.net/1803/12630


Penn State University

18. Wertalik, Jennifer Lynn. COMPARISON OF TWO VIDEO PROMPTING INTERVENTIONS TO TEACH DAILY LIVING SKILLS TO ADOLESCENTS WITH AUTISM.

Degree: 2017, Penn State University

 The present study used an adapted alternating treatments design to evaluate and compare the effects of video prompting (VP) and video prompting plus frequency building… (more)

Subjects/Keywords: autism spectrum disorder; daily living skills; video prompting; frequency building

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

APA (6th Edition):

Wertalik, J. L. (2017). COMPARISON OF TWO VIDEO PROMPTING INTERVENTIONS TO TEACH DAILY LIVING SKILLS TO ADOLESCENTS WITH AUTISM. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/14277jlw1170

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):

Wertalik, Jennifer Lynn. “COMPARISON OF TWO VIDEO PROMPTING INTERVENTIONS TO TEACH DAILY LIVING SKILLS TO ADOLESCENTS WITH AUTISM.” 2017. Thesis, Penn State University. Accessed September 26, 2020. https://submit-etda.libraries.psu.edu/catalog/14277jlw1170.

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

MLA Handbook (7th Edition):

Wertalik, Jennifer Lynn. “COMPARISON OF TWO VIDEO PROMPTING INTERVENTIONS TO TEACH DAILY LIVING SKILLS TO ADOLESCENTS WITH AUTISM.” 2017. Web. 26 Sep 2020.

Vancouver:

Wertalik JL. COMPARISON OF TWO VIDEO PROMPTING INTERVENTIONS TO TEACH DAILY LIVING SKILLS TO ADOLESCENTS WITH AUTISM. [Internet] [Thesis]. Penn State University; 2017. [cited 2020 Sep 26]. Available from: https://submit-etda.libraries.psu.edu/catalog/14277jlw1170.

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

Council of Science Editors:

Wertalik JL. COMPARISON OF TWO VIDEO PROMPTING INTERVENTIONS TO TEACH DAILY LIVING SKILLS TO ADOLESCENTS WITH AUTISM. [Thesis]. Penn State University; 2017. Available from: https://submit-etda.libraries.psu.edu/catalog/14277jlw1170

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


The Ohio State University

19. O'Rourke, Jamie M. A Comparison of the Effects of Video Prompting With and Without Error Correction on Vocational Skill Acquisition for Individuals with Moderate to Profound Intellectual Disabilities.

Degree: MA, EDU Physical Activity and Educational Services, 2011, The Ohio State University

 Video prompting has been demonstrated to be an effective method of teaching new skills to individuals with intellectual disabilities. The purpose of this study was… (more)

Subjects/Keywords: Special Education; Video prompting; intellectual disabilities, vocational skills

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

APA (6th Edition):

O'Rourke, J. M. (2011). A Comparison of the Effects of Video Prompting With and Without Error Correction on Vocational Skill Acquisition for Individuals with Moderate to Profound Intellectual Disabilities. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1306867907

Chicago Manual of Style (16th Edition):

O'Rourke, Jamie M. “A Comparison of the Effects of Video Prompting With and Without Error Correction on Vocational Skill Acquisition for Individuals with Moderate to Profound Intellectual Disabilities.” 2011. Masters Thesis, The Ohio State University. Accessed September 26, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306867907.

MLA Handbook (7th Edition):

O'Rourke, Jamie M. “A Comparison of the Effects of Video Prompting With and Without Error Correction on Vocational Skill Acquisition for Individuals with Moderate to Profound Intellectual Disabilities.” 2011. Web. 26 Sep 2020.

Vancouver:

O'Rourke JM. A Comparison of the Effects of Video Prompting With and Without Error Correction on Vocational Skill Acquisition for Individuals with Moderate to Profound Intellectual Disabilities. [Internet] [Masters thesis]. The Ohio State University; 2011. [cited 2020 Sep 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1306867907.

Council of Science Editors:

O'Rourke JM. A Comparison of the Effects of Video Prompting With and Without Error Correction on Vocational Skill Acquisition for Individuals with Moderate to Profound Intellectual Disabilities. [Masters Thesis]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1306867907


The Ohio State University

20. Payne, Daniel O. The Effects of Self-Directed Video Prompting on Completion of Daily Living Skills for Students with Moderate to Severe Intellectual and Developmental Disabilities.

Degree: MA, EDU Physical Activity and Educational Services, 2011, The Ohio State University

 This study evaluated the effectiveness of video prompts presented on an iPod Touch on the acquisition of two daily living skills and a system of… (more)

Subjects/Keywords: Special Education; video prompting; self-management; developmental disabilities

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APA (6th Edition):

Payne, D. O. (2011). The Effects of Self-Directed Video Prompting on Completion of Daily Living Skills for Students with Moderate to Severe Intellectual and Developmental Disabilities. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1307962393

Chicago Manual of Style (16th Edition):

Payne, Daniel O. “The Effects of Self-Directed Video Prompting on Completion of Daily Living Skills for Students with Moderate to Severe Intellectual and Developmental Disabilities.” 2011. Masters Thesis, The Ohio State University. Accessed September 26, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1307962393.

MLA Handbook (7th Edition):

Payne, Daniel O. “The Effects of Self-Directed Video Prompting on Completion of Daily Living Skills for Students with Moderate to Severe Intellectual and Developmental Disabilities.” 2011. Web. 26 Sep 2020.

Vancouver:

Payne DO. The Effects of Self-Directed Video Prompting on Completion of Daily Living Skills for Students with Moderate to Severe Intellectual and Developmental Disabilities. [Internet] [Masters thesis]. The Ohio State University; 2011. [cited 2020 Sep 26]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1307962393.

Council of Science Editors:

Payne DO. The Effects of Self-Directed Video Prompting on Completion of Daily Living Skills for Students with Moderate to Severe Intellectual and Developmental Disabilities. [Masters Thesis]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1307962393

21. Blunk, Oliver. Unterstützung von Aspekten kollaborativer Reflexion durch Prompts in Communities of Practice.

Degree: 2020, Technische Universität Dortmund

 In größeren oder geografisch verteilt arbeitenden Unternehmen werden oft Communities of Practice als Ort für den Austausch der eigenen beruflichen Praxis genutzt. Darüber können Mitarbeiter… (more)

Subjects/Keywords: Abschlussarbeit; doctoral thesis; ddc:004; Reflexion  – kollaborative Reflexion  – prompting

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APA (6th Edition):

Blunk, O. (2020). Unterstützung von Aspekten kollaborativer Reflexion durch Prompts in Communities of Practice. (Thesis). Technische Universität Dortmund. Retrieved from https://doi.org/10.21268/20200502-0 ; https://nbn-resolving.org/urn:nbn:de:gbv:104-20200502-00000-6 ; https://dokumente.ub.tu-clausthal.de/receive/clausthal_mods_00001403 ; https://dokumente.ub.tu-clausthal.de/servlets/MCRFileNodeServlet/clausthal_derivate_00001164/Db114426.pdf

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):

Blunk, Oliver. “Unterstützung von Aspekten kollaborativer Reflexion durch Prompts in Communities of Practice.” 2020. Thesis, Technische Universität Dortmund. Accessed September 26, 2020. https://doi.org/10.21268/20200502-0 ; https://nbn-resolving.org/urn:nbn:de:gbv:104-20200502-00000-6 ; https://dokumente.ub.tu-clausthal.de/receive/clausthal_mods_00001403 ; https://dokumente.ub.tu-clausthal.de/servlets/MCRFileNodeServlet/clausthal_derivate_00001164/Db114426.pdf.

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

MLA Handbook (7th Edition):

Blunk, Oliver. “Unterstützung von Aspekten kollaborativer Reflexion durch Prompts in Communities of Practice.” 2020. Web. 26 Sep 2020.

Vancouver:

Blunk O. Unterstützung von Aspekten kollaborativer Reflexion durch Prompts in Communities of Practice. [Internet] [Thesis]. Technische Universität Dortmund; 2020. [cited 2020 Sep 26]. Available from: https://doi.org/10.21268/20200502-0 ; https://nbn-resolving.org/urn:nbn:de:gbv:104-20200502-00000-6 ; https://dokumente.ub.tu-clausthal.de/receive/clausthal_mods_00001403 ; https://dokumente.ub.tu-clausthal.de/servlets/MCRFileNodeServlet/clausthal_derivate_00001164/Db114426.pdf.

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

Council of Science Editors:

Blunk O. Unterstützung von Aspekten kollaborativer Reflexion durch Prompts in Communities of Practice. [Thesis]. Technische Universität Dortmund; 2020. Available from: https://doi.org/10.21268/20200502-0 ; https://nbn-resolving.org/urn:nbn:de:gbv:104-20200502-00000-6 ; https://dokumente.ub.tu-clausthal.de/receive/clausthal_mods_00001403 ; https://dokumente.ub.tu-clausthal.de/servlets/MCRFileNodeServlet/clausthal_derivate_00001164/Db114426.pdf

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

22. Harney, Owen. The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum .

Degree: 2018, National University of Ireland – Galway

 Resolving complex scientific and social problems requires effective collaboration. In the absence of adequate facilitation and the use of a structured methodology, however, collaborative groups… (more)

Subjects/Keywords: Collaborative learning; Learning sciences; Computer-supported collaborative learning; Facilitation; Prompting; Psychology

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

APA (6th Edition):

Harney, O. (2018). The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum . (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/7430

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):

Harney, Owen. “The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum .” 2018. Thesis, National University of Ireland – Galway. Accessed September 26, 2020. http://hdl.handle.net/10379/7430.

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

MLA Handbook (7th Edition):

Harney, Owen. “The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum .” 2018. Web. 26 Sep 2020.

Vancouver:

Harney O. The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum . [Internet] [Thesis]. National University of Ireland – Galway; 2018. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10379/7430.

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

Council of Science Editors:

Harney O. The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum . [Thesis]. National University of Ireland – Galway; 2018. Available from: http://hdl.handle.net/10379/7430

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


Brigham Young University

23. Esplin, Kori Paige. The Use of Video-Based Instruction to Teach Life Skills to Individuals with Developmental Disabilities.

Degree: MS, 2019, Brigham Young University

  Individuals with developmental disabilities struggle to learn important life skills. This deficit impedes their ability to function in the community and live meaningful lives.… (more)

Subjects/Keywords: video prompting; developmental disabilities; life skills; hygiene; task analysis; iPads

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APA (6th Edition):

Esplin, K. P. (2019). The Use of Video-Based Instruction to Teach Life Skills to Individuals with Developmental Disabilities. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8768&context=etd

Chicago Manual of Style (16th Edition):

Esplin, Kori Paige. “The Use of Video-Based Instruction to Teach Life Skills to Individuals with Developmental Disabilities.” 2019. Masters Thesis, Brigham Young University. Accessed September 26, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8768&context=etd.

MLA Handbook (7th Edition):

Esplin, Kori Paige. “The Use of Video-Based Instruction to Teach Life Skills to Individuals with Developmental Disabilities.” 2019. Web. 26 Sep 2020.

Vancouver:

Esplin KP. The Use of Video-Based Instruction to Teach Life Skills to Individuals with Developmental Disabilities. [Internet] [Masters thesis]. Brigham Young University; 2019. [cited 2020 Sep 26]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8768&context=etd.

Council of Science Editors:

Esplin KP. The Use of Video-Based Instruction to Teach Life Skills to Individuals with Developmental Disabilities. [Masters Thesis]. Brigham Young University; 2019. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8768&context=etd


University of New Mexico

24. Hernandez, Mireya. Comparison of performance on static and dynamic language tasks among typically developing preschoolers with bilingual experience.

Degree: Speech and Hearing Sciences, 2013, University of New Mexico

 The purpose of this study was to evaluate the potential of a graduated prompting format for measuring modifiability in a screening context among preschool children… (more)

Subjects/Keywords: Language arts (Preschool); Prompting (Education); Dynamic assessment (Education)

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APA (6th Edition):

Hernandez, M. (2013). Comparison of performance on static and dynamic language tasks among typically developing preschoolers with bilingual experience. (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23396

Chicago Manual of Style (16th Edition):

Hernandez, Mireya. “Comparison of performance on static and dynamic language tasks among typically developing preschoolers with bilingual experience.” 2013. Masters Thesis, University of New Mexico. Accessed September 26, 2020. http://hdl.handle.net/1928/23396.

MLA Handbook (7th Edition):

Hernandez, Mireya. “Comparison of performance on static and dynamic language tasks among typically developing preschoolers with bilingual experience.” 2013. Web. 26 Sep 2020.

Vancouver:

Hernandez M. Comparison of performance on static and dynamic language tasks among typically developing preschoolers with bilingual experience. [Internet] [Masters thesis]. University of New Mexico; 2013. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1928/23396.

Council of Science Editors:

Hernandez M. Comparison of performance on static and dynamic language tasks among typically developing preschoolers with bilingual experience. [Masters Thesis]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23396


Virginia Tech

25. Pierson, Mary Ellen. A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management.

Degree: PhD, Curriculum and Instruction, 2011, Virginia Tech

 This study explored the design and development of the knowledge harvesting and knowledge management components of a comprehensive tool which incorporates characteristics of continuity management,… (more)

Subjects/Keywords: continuity management; knowledge management; prompting questions; knowledge harvesting; continuity

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APA (6th Edition):

Pierson, M. E. (2011). A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26284

Chicago Manual of Style (16th Edition):

Pierson, Mary Ellen. “A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management.” 2011. Doctoral Dissertation, Virginia Tech. Accessed September 26, 2020. http://hdl.handle.net/10919/26284.

MLA Handbook (7th Edition):

Pierson, Mary Ellen. “A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management.” 2011. Web. 26 Sep 2020.

Vancouver:

Pierson ME. A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10919/26284.

Council of Science Editors:

Pierson ME. A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26284


University of Georgia

26. Douglas, Karen Hutcherson. Comparing self-management strategies delivered via an iPhone to promote independent grocery shopping and acquisition of incidental information.

Degree: 2014, University of Georgia

 Four students with moderate intellectual disabilities used electronic lists delivered on an iPhone to assist them in skills related to grocery shopping. An alternating treatments… (more)

Subjects/Keywords: self – management; electronic device; functional skills; incidental learning; simultaneous prompting

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APA (6th Edition):

Douglas, K. H. (2014). Comparing self-management strategies delivered via an iPhone to promote independent grocery shopping and acquisition of incidental information. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26303

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):

Douglas, Karen Hutcherson. “Comparing self-management strategies delivered via an iPhone to promote independent grocery shopping and acquisition of incidental information.” 2014. Thesis, University of Georgia. Accessed September 26, 2020. http://hdl.handle.net/10724/26303.

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

MLA Handbook (7th Edition):

Douglas, Karen Hutcherson. “Comparing self-management strategies delivered via an iPhone to promote independent grocery shopping and acquisition of incidental information.” 2014. Web. 26 Sep 2020.

Vancouver:

Douglas KH. Comparing self-management strategies delivered via an iPhone to promote independent grocery shopping and acquisition of incidental information. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10724/26303.

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

Council of Science Editors:

Douglas KH. Comparing self-management strategies delivered via an iPhone to promote independent grocery shopping and acquisition of incidental information. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26303

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

27. Boden, Lauren J. Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability.

Degree: PhD, Educational Psychology and Special Education, 2015, Georgia State University

  Response cards (RC) are signs or cards that allow students to hold up their answer and simultaneously respond to teacher prompts. Researchers have examined… (more)

Subjects/Keywords: Response cards; Moderate intellectual disability; Math instruction; Simultaneous prompting

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

APA (6th Edition):

Boden, L. J. (2015). Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/104

Chicago Manual of Style (16th Edition):

Boden, Lauren J. “Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability.” 2015. Doctoral Dissertation, Georgia State University. Accessed September 26, 2020. https://scholarworks.gsu.edu/epse_diss/104.

MLA Handbook (7th Edition):

Boden, Lauren J. “Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability.” 2015. Web. 26 Sep 2020.

Vancouver:

Boden LJ. Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2020 Sep 26]. Available from: https://scholarworks.gsu.edu/epse_diss/104.

Council of Science Editors:

Boden LJ. Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/epse_diss/104


Northeastern University

28. McKay, Julie A. A comparison of prompting hierarchies on the acquisition of solitary play and vocational skills.

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

 The present study compared two variations of a 2-second delay prompting hierarchy on the acquisition of solitary play and vocational skills. The most to least… (more)

Subjects/Keywords: educational psychology; psychology; special education; prompting; solitary play; vocational skills; Ability in children; Play assessment (Child psychology); Prompting (Education); Child Psychology; Developmental Psychology

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APA (6th Edition):

McKay, J. A. (2011). A comparison of prompting hierarchies on the acquisition of solitary play and vocational skills. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20001203

Chicago Manual of Style (16th Edition):

McKay, Julie A. “A comparison of prompting hierarchies on the acquisition of solitary play and vocational skills.” 2011. Masters Thesis, Northeastern University. Accessed September 26, 2020. http://hdl.handle.net/2047/d20001203.

MLA Handbook (7th Edition):

McKay, Julie A. “A comparison of prompting hierarchies on the acquisition of solitary play and vocational skills.” 2011. Web. 26 Sep 2020.

Vancouver:

McKay JA. A comparison of prompting hierarchies on the acquisition of solitary play and vocational skills. [Internet] [Masters thesis]. Northeastern University; 2011. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/2047/d20001203.

Council of Science Editors:

McKay JA. A comparison of prompting hierarchies on the acquisition of solitary play and vocational skills. [Masters Thesis]. Northeastern University; 2011. Available from: http://hdl.handle.net/2047/d20001203


University of Kansas

29. Leaf, Justin Barrett. Comparison of Simultaneous Prompting to No-No Prompting on Discrimination Learning for Three Children with Autism.

Degree: MA, Applied Behavioral Science, 2008, University of Kansas

 There are many different prompting systems that are being implemented to teach children with autism a variety of skills. This study looked to compare no-no… (more)

Subjects/Keywords: Behavioral psychology; Prompting; Autism; No-no prompt,; Simultaneous prompting; Academics

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

APA (6th Edition):

Leaf, J. B. (2008). Comparison of Simultaneous Prompting to No-No Prompting on Discrimination Learning for Three Children with Autism. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/4014

Chicago Manual of Style (16th Edition):

Leaf, Justin Barrett. “Comparison of Simultaneous Prompting to No-No Prompting on Discrimination Learning for Three Children with Autism.” 2008. Masters Thesis, University of Kansas. Accessed September 26, 2020. http://hdl.handle.net/1808/4014.

MLA Handbook (7th Edition):

Leaf, Justin Barrett. “Comparison of Simultaneous Prompting to No-No Prompting on Discrimination Learning for Three Children with Autism.” 2008. Web. 26 Sep 2020.

Vancouver:

Leaf JB. Comparison of Simultaneous Prompting to No-No Prompting on Discrimination Learning for Three Children with Autism. [Internet] [Masters thesis]. University of Kansas; 2008. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1808/4014.

Council of Science Editors:

Leaf JB. Comparison of Simultaneous Prompting to No-No Prompting on Discrimination Learning for Three Children with Autism. [Masters Thesis]. University of Kansas; 2008. Available from: http://hdl.handle.net/1808/4014


University of Kentucky

30. Barnes, Whitney S. Effect of Simultaneous Prompting Delivered by Peers in the General Education Setting.

Degree: 2016, University of Kentucky

 The purpose of this research study was to provide training for peer tutors to use simultaneous prompting to increase the percentage of correct responses of… (more)

Subjects/Keywords: moderate to severe disabilities; simultaneous prompting procedure; peer tutors; Special Education and Teaching

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

APA (6th Edition):

Barnes, W. S. (2016). Effect of Simultaneous Prompting Delivered by Peers in the General Education Setting. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/edsrc_etds/29

Chicago Manual of Style (16th Edition):

Barnes, Whitney S. “Effect of Simultaneous Prompting Delivered by Peers in the General Education Setting.” 2016. Masters Thesis, University of Kentucky. Accessed September 26, 2020. http://uknowledge.uky.edu/edsrc_etds/29.

MLA Handbook (7th Edition):

Barnes, Whitney S. “Effect of Simultaneous Prompting Delivered by Peers in the General Education Setting.” 2016. Web. 26 Sep 2020.

Vancouver:

Barnes WS. Effect of Simultaneous Prompting Delivered by Peers in the General Education Setting. [Internet] [Masters thesis]. University of Kentucky; 2016. [cited 2020 Sep 26]. Available from: http://uknowledge.uky.edu/edsrc_etds/29.

Council of Science Editors:

Barnes WS. Effect of Simultaneous Prompting Delivered by Peers in the General Education Setting. [Masters Thesis]. University of Kentucky; 2016. Available from: http://uknowledge.uky.edu/edsrc_etds/29

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