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You searched for subject:(evidence based practices). Showing records 1 – 30 of 86 total matches.

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University of Hawaii – Manoa

1. Wilson, Diane Christine. Innovation attributes, workplace climate, and organizational facilitators as predictors of integrated dual disorders treatment implementation.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2011.

Despite an extensive body of evidence supporting the effectiveness of specific mental health and substance disorder treatments, evidence-based(more)

Subjects/Keywords: evidence-based practices

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APA (6th Edition):

Wilson, D. C. (2016). Innovation attributes, workplace climate, and organizational facilitators as predictors of integrated dual disorders treatment implementation. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101642

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):

Wilson, Diane Christine. “Innovation attributes, workplace climate, and organizational facilitators as predictors of integrated dual disorders treatment implementation.” 2016. Thesis, University of Hawaii – Manoa. Accessed March 03, 2021. http://hdl.handle.net/10125/101642.

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

MLA Handbook (7th Edition):

Wilson, Diane Christine. “Innovation attributes, workplace climate, and organizational facilitators as predictors of integrated dual disorders treatment implementation.” 2016. Web. 03 Mar 2021.

Vancouver:

Wilson DC. Innovation attributes, workplace climate, and organizational facilitators as predictors of integrated dual disorders treatment implementation. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/10125/101642.

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

Council of Science Editors:

Wilson DC. Innovation attributes, workplace climate, and organizational facilitators as predictors of integrated dual disorders treatment implementation. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101642

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


Vanderbilt University

2. Oliver, Regina M. Sustaining High Fidelity of Teacher Implemented Evidence-Based Practices: Performance Feedback with Self-Monitoring.

Degree: PhD, Special Education, 2011, Vanderbilt University

 ABSTRACT Improving student outcomes requires effective evidence-based instructional and behavioral practices, but successful adoption and sustainability of these practices by classroom teachers requires support. The… (more)

Subjects/Keywords: evidence-based practices; teacher support

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APA (6th Edition):

Oliver, R. M. (2011). Sustaining High Fidelity of Teacher Implemented Evidence-Based Practices: Performance Feedback with Self-Monitoring. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/13169

Chicago Manual of Style (16th Edition):

Oliver, Regina M. “Sustaining High Fidelity of Teacher Implemented Evidence-Based Practices: Performance Feedback with Self-Monitoring.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed March 03, 2021. http://hdl.handle.net/1803/13169.

MLA Handbook (7th Edition):

Oliver, Regina M. “Sustaining High Fidelity of Teacher Implemented Evidence-Based Practices: Performance Feedback with Self-Monitoring.” 2011. Web. 03 Mar 2021.

Vancouver:

Oliver RM. Sustaining High Fidelity of Teacher Implemented Evidence-Based Practices: Performance Feedback with Self-Monitoring. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1803/13169.

Council of Science Editors:

Oliver RM. Sustaining High Fidelity of Teacher Implemented Evidence-Based Practices: Performance Feedback with Self-Monitoring. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://hdl.handle.net/1803/13169


Temple University

3. Edmunds, Julie Mary. An Examination of Active Learning as an Ingredient of Consultation Following Training in Cognitive-Behavioral Therapy for Youth Anxiety.

Degree: PhD, 2013, Temple University

Psychology

The training literature suggests that ongoing support (e.g., consultation) following initial training enhances training outcomes, yet little is known about the critical components of… (more)

Subjects/Keywords: Psychology;

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APA (6th Edition):

Edmunds, J. M. (2013). An Examination of Active Learning as an Ingredient of Consultation Following Training in Cognitive-Behavioral Therapy for Youth Anxiety. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,216513

Chicago Manual of Style (16th Edition):

Edmunds, Julie Mary. “An Examination of Active Learning as an Ingredient of Consultation Following Training in Cognitive-Behavioral Therapy for Youth Anxiety.” 2013. Doctoral Dissertation, Temple University. Accessed March 03, 2021. http://digital.library.temple.edu/u?/p245801coll10,216513.

MLA Handbook (7th Edition):

Edmunds, Julie Mary. “An Examination of Active Learning as an Ingredient of Consultation Following Training in Cognitive-Behavioral Therapy for Youth Anxiety.” 2013. Web. 03 Mar 2021.

Vancouver:

Edmunds JM. An Examination of Active Learning as an Ingredient of Consultation Following Training in Cognitive-Behavioral Therapy for Youth Anxiety. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2021 Mar 03]. Available from: http://digital.library.temple.edu/u?/p245801coll10,216513.

Council of Science Editors:

Edmunds JM. An Examination of Active Learning as an Ingredient of Consultation Following Training in Cognitive-Behavioral Therapy for Youth Anxiety. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,216513


Indiana University

4. Bixler, Kristina. EXAMINING RTI MODELS AND EVIDENCE-BASED INTERVENTIONS IN ELEMENTARY SCHOOLS .

Degree: 2020, Indiana University

 This multi-site case study utilized qualitative methods to examine the implementation of RTI models and evidence-based interventions in three elementary schools. The purpose of this… (more)

Subjects/Keywords: Response to Intervention; evidence-based practices; progress monitoring

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APA (6th Edition):

Bixler, K. (2020). EXAMINING RTI MODELS AND EVIDENCE-BASED INTERVENTIONS IN ELEMENTARY SCHOOLS . (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/25621

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):

Bixler, Kristina. “EXAMINING RTI MODELS AND EVIDENCE-BASED INTERVENTIONS IN ELEMENTARY SCHOOLS .” 2020. Thesis, Indiana University. Accessed March 03, 2021. http://hdl.handle.net/2022/25621.

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

MLA Handbook (7th Edition):

Bixler, Kristina. “EXAMINING RTI MODELS AND EVIDENCE-BASED INTERVENTIONS IN ELEMENTARY SCHOOLS .” 2020. Web. 03 Mar 2021.

Vancouver:

Bixler K. EXAMINING RTI MODELS AND EVIDENCE-BASED INTERVENTIONS IN ELEMENTARY SCHOOLS . [Internet] [Thesis]. Indiana University; 2020. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/2022/25621.

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

Council of Science Editors:

Bixler K. EXAMINING RTI MODELS AND EVIDENCE-BASED INTERVENTIONS IN ELEMENTARY SCHOOLS . [Thesis]. Indiana University; 2020. Available from: http://hdl.handle.net/2022/25621

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


George Mason University

5. Viglione, Jill Elizabeth. Bridging the Research/Practice Gap: Street-level Decision Making and Historical Influences Related to Use of Evidence-based Practices in Adult Probation .

Degree: 2015, George Mason University

 Growing empirical research finds that a correctional system devoted to punishment is ineffective and can actually produce criminogenic effects (Nagin, Cullen & Johnson, 2009). As… (more)

Subjects/Keywords: Criminology; Evidence-based practices; Implementation Science; Organizations; Probation

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APA (6th Edition):

Viglione, J. E. (2015). Bridging the Research/Practice Gap: Street-level Decision Making and Historical Influences Related to Use of Evidence-based Practices in Adult Probation . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/9644

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):

Viglione, Jill Elizabeth. “Bridging the Research/Practice Gap: Street-level Decision Making and Historical Influences Related to Use of Evidence-based Practices in Adult Probation .” 2015. Thesis, George Mason University. Accessed March 03, 2021. http://hdl.handle.net/1920/9644.

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

MLA Handbook (7th Edition):

Viglione, Jill Elizabeth. “Bridging the Research/Practice Gap: Street-level Decision Making and Historical Influences Related to Use of Evidence-based Practices in Adult Probation .” 2015. Web. 03 Mar 2021.

Vancouver:

Viglione JE. Bridging the Research/Practice Gap: Street-level Decision Making and Historical Influences Related to Use of Evidence-based Practices in Adult Probation . [Internet] [Thesis]. George Mason University; 2015. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1920/9644.

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

Council of Science Editors:

Viglione JE. Bridging the Research/Practice Gap: Street-level Decision Making and Historical Influences Related to Use of Evidence-based Practices in Adult Probation . [Thesis]. George Mason University; 2015. Available from: http://hdl.handle.net/1920/9644

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


Brigham Young University

6. Pugh, Kari Lyn. What are Stakeholders' Perceptions of Rural School District Needs to Effectively Educate Students with Autism Spectrum Disorder.

Degree: EdS, 2020, Brigham Young University

 The prevalence of autism spectrum disorder (ASD) has continued to rise each year. This fact has significance in the area of education. The rise in… (more)

Subjects/Keywords: education; autism spectrum disorder; rural; evidence based practices; Counseling Psychology

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APA (6th Edition):

Pugh, K. L. (2020). What are Stakeholders' Perceptions of Rural School District Needs to Effectively Educate Students with Autism Spectrum Disorder. (Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9393&context=etd

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):

Pugh, Kari Lyn. “What are Stakeholders' Perceptions of Rural School District Needs to Effectively Educate Students with Autism Spectrum Disorder.” 2020. Thesis, Brigham Young University. Accessed March 03, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9393&context=etd.

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

MLA Handbook (7th Edition):

Pugh, Kari Lyn. “What are Stakeholders' Perceptions of Rural School District Needs to Effectively Educate Students with Autism Spectrum Disorder.” 2020. Web. 03 Mar 2021.

Vancouver:

Pugh KL. What are Stakeholders' Perceptions of Rural School District Needs to Effectively Educate Students with Autism Spectrum Disorder. [Internet] [Thesis]. Brigham Young University; 2020. [cited 2021 Mar 03]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9393&context=etd.

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

Council of Science Editors:

Pugh KL. What are Stakeholders' Perceptions of Rural School District Needs to Effectively Educate Students with Autism Spectrum Disorder. [Thesis]. Brigham Young University; 2020. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9393&context=etd

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


University of Missouri – Columbia

7. Killingsworth, Justin Lee. Agriculture teachers' perception and practice for teaching students with disabilities.

Degree: 2011, University of Missouri – Columbia

 Federal legislation mandates that appropriate education be provided for all students in US public schools (Individuals with Disabilities Education Act, 2004; No Child Left Behind,… (more)

Subjects/Keywords: agricultural education; evidence-based practices; direct instruction; strategy instruction; special education

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APA (6th Edition):

Killingsworth, J. L. (2011). Agriculture teachers' perception and practice for teaching students with disabilities. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/14417

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):

Killingsworth, Justin Lee. “Agriculture teachers' perception and practice for teaching students with disabilities.” 2011. Thesis, University of Missouri – Columbia. Accessed March 03, 2021. https://doi.org/10.32469/10355/14417.

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

MLA Handbook (7th Edition):

Killingsworth, Justin Lee. “Agriculture teachers' perception and practice for teaching students with disabilities.” 2011. Web. 03 Mar 2021.

Vancouver:

Killingsworth JL. Agriculture teachers' perception and practice for teaching students with disabilities. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2021 Mar 03]. Available from: https://doi.org/10.32469/10355/14417.

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

Council of Science Editors:

Killingsworth JL. Agriculture teachers' perception and practice for teaching students with disabilities. [Thesis]. University of Missouri – Columbia; 2011. Available from: https://doi.org/10.32469/10355/14417

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


University of Iowa

8. Gorga, Allison. Conflict and resistance: the struggle for evidence-based practices in a women’s prison.

Degree: PhD, Sociology, 2018, University of Iowa

  In this project, I sought to understand how evidence-based practices are understood and implemented by individuals who work within the criminal justice system, with… (more)

Subjects/Keywords: criminology; evidence-based practices; gender; incarceration; penal reform; Sociology

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APA (6th Edition):

Gorga, A. (2018). Conflict and resistance: the struggle for evidence-based practices in a women’s prison. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/6115

Chicago Manual of Style (16th Edition):

Gorga, Allison. “Conflict and resistance: the struggle for evidence-based practices in a women’s prison.” 2018. Doctoral Dissertation, University of Iowa. Accessed March 03, 2021. https://ir.uiowa.edu/etd/6115.

MLA Handbook (7th Edition):

Gorga, Allison. “Conflict and resistance: the struggle for evidence-based practices in a women’s prison.” 2018. Web. 03 Mar 2021.

Vancouver:

Gorga A. Conflict and resistance: the struggle for evidence-based practices in a women’s prison. [Internet] [Doctoral dissertation]. University of Iowa; 2018. [cited 2021 Mar 03]. Available from: https://ir.uiowa.edu/etd/6115.

Council of Science Editors:

Gorga A. Conflict and resistance: the struggle for evidence-based practices in a women’s prison. [Doctoral Dissertation]. University of Iowa; 2018. Available from: https://ir.uiowa.edu/etd/6115


University of Southern California

9. Garza, José C., Jr. Evidence-based school counseling: challenges encountered by public high school counselors in implementing 21st century counseling skills.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 The purpose of this study was to better understand the challenges encountered by public high school counselors in implementing evidence‐based practices, specifically examining the organizational,… (more)

Subjects/Keywords: evidence‐based practices; school counselors; 21st century skills; public schools

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APA (6th Edition):

Garza, José C., J. (2015). Evidence-based school counseling: challenges encountered by public high school counselors in implementing 21st century counseling skills. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/537008/rec/2556

Chicago Manual of Style (16th Edition):

Garza, José C., Jr. “Evidence-based school counseling: challenges encountered by public high school counselors in implementing 21st century counseling skills.” 2015. Doctoral Dissertation, University of Southern California. Accessed March 03, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/537008/rec/2556.

MLA Handbook (7th Edition):

Garza, José C., Jr. “Evidence-based school counseling: challenges encountered by public high school counselors in implementing 21st century counseling skills.” 2015. Web. 03 Mar 2021.

Vancouver:

Garza, José C. J. Evidence-based school counseling: challenges encountered by public high school counselors in implementing 21st century counseling skills. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2021 Mar 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/537008/rec/2556.

Council of Science Editors:

Garza, José C. J. Evidence-based school counseling: challenges encountered by public high school counselors in implementing 21st century counseling skills. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/537008/rec/2556


University of Hawaii – Manoa

10. Okamura, Kelsie. Therapists' Knowledge of Evidence-Based Practice: Differential Definitions, Measurement, and Influence on Self-Reported Practice.

Degree: 2017, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2016.

In recent years, the field of youth mental health has shifted its major focus from identifying evidence-based practices(more)

Subjects/Keywords: Evidence-based practices; dissemination; youth; therapists; attitudes; knowledge

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APA (6th Edition):

Okamura, K. (2017). Therapists' Knowledge of Evidence-Based Practice: Differential Definitions, Measurement, and Influence on Self-Reported Practice. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/51614

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):

Okamura, Kelsie. “Therapists' Knowledge of Evidence-Based Practice: Differential Definitions, Measurement, and Influence on Self-Reported Practice.” 2017. Thesis, University of Hawaii – Manoa. Accessed March 03, 2021. http://hdl.handle.net/10125/51614.

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

MLA Handbook (7th Edition):

Okamura, Kelsie. “Therapists' Knowledge of Evidence-Based Practice: Differential Definitions, Measurement, and Influence on Self-Reported Practice.” 2017. Web. 03 Mar 2021.

Vancouver:

Okamura K. Therapists' Knowledge of Evidence-Based Practice: Differential Definitions, Measurement, and Influence on Self-Reported Practice. [Internet] [Thesis]. University of Hawaii – Manoa; 2017. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/10125/51614.

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

Council of Science Editors:

Okamura K. Therapists' Knowledge of Evidence-Based Practice: Differential Definitions, Measurement, and Influence on Self-Reported Practice. [Thesis]. University of Hawaii – Manoa; 2017. Available from: http://hdl.handle.net/10125/51614

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

11. Conroy-McCue, Debra. Transitional Care Services: A Nurse-Led Quality Improvement Project.

Degree: DNP, Nursing, 2014, University of San Francisco

  With the implementation of the Patient Protection and Affordable Care Act of 2010 (PPACA) and a national requirement for health care providers and systems… (more)

Subjects/Keywords: transitional care; hospital readmissions; evidence-based practices; Other Nursing

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APA (6th Edition):

Conroy-McCue, D. (2014). Transitional Care Services: A Nurse-Led Quality Improvement Project. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/dnp/47

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):

Conroy-McCue, Debra. “Transitional Care Services: A Nurse-Led Quality Improvement Project.” 2014. Thesis, University of San Francisco. Accessed March 03, 2021. https://repository.usfca.edu/dnp/47.

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

MLA Handbook (7th Edition):

Conroy-McCue, Debra. “Transitional Care Services: A Nurse-Led Quality Improvement Project.” 2014. Web. 03 Mar 2021.

Vancouver:

Conroy-McCue D. Transitional Care Services: A Nurse-Led Quality Improvement Project. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2021 Mar 03]. Available from: https://repository.usfca.edu/dnp/47.

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

Council of Science Editors:

Conroy-McCue D. Transitional Care Services: A Nurse-Led Quality Improvement Project. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/dnp/47

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


Youngstown State University

12. Lapcevich, Haley Marie. Does a Validated Risk Assessment Reduce the Likelihood of an Individual Recidivating as well as Bond Disparity in Court?.

Degree: MSin Criminal Justice, Department of Criminal Justice and Consumer Sciences, 2020, Youngstown State University

 The Youngstown Municipal Court began using the Ohio Risk Assessment System in 2018. Research has shown that the adoption of risk assessment tools helped decrease… (more)

Subjects/Keywords: Criminology; Law; ORAS, Ohio Risk Assessment System, Evidence Based Practices

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APA (6th Edition):

Lapcevich, H. M. (2020). Does a Validated Risk Assessment Reduce the Likelihood of an Individual Recidivating as well as Bond Disparity in Court?. (Masters Thesis). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1607718755372284

Chicago Manual of Style (16th Edition):

Lapcevich, Haley Marie. “Does a Validated Risk Assessment Reduce the Likelihood of an Individual Recidivating as well as Bond Disparity in Court?.” 2020. Masters Thesis, Youngstown State University. Accessed March 03, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1607718755372284.

MLA Handbook (7th Edition):

Lapcevich, Haley Marie. “Does a Validated Risk Assessment Reduce the Likelihood of an Individual Recidivating as well as Bond Disparity in Court?.” 2020. Web. 03 Mar 2021.

Vancouver:

Lapcevich HM. Does a Validated Risk Assessment Reduce the Likelihood of an Individual Recidivating as well as Bond Disparity in Court?. [Internet] [Masters thesis]. Youngstown State University; 2020. [cited 2021 Mar 03]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1607718755372284.

Council of Science Editors:

Lapcevich HM. Does a Validated Risk Assessment Reduce the Likelihood of an Individual Recidivating as well as Bond Disparity in Court?. [Masters Thesis]. Youngstown State University; 2020. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1607718755372284


Kennesaw State University

13. Geren, Todd. EVIDENCE-BASED INSTRUCTIONAL PRACTICES FOR TEACHERS OF CHILDREN WITH RETT SYNDROME - A Case Study.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2020, Kennesaw State University

  ABSTRACT EVIDENCE-BASED INSTRUCTIONAL PRACTICES FOR TEACHERS OF CHILDREN WITH RETT SYDNROME by Todd L. Geren Kennesaw State University, 2020 In this study, evidence-based practices(more)

Subjects/Keywords: Rett Syndrome; Evidence Based Practices; Teacher Leadership; Special Education and Teaching

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APA (6th Edition):

Geren, T. (2020). EVIDENCE-BASED INSTRUCTIONAL PRACTICES FOR TEACHERS OF CHILDREN WITH RETT SYNDROME - A Case Study. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/45

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):

Geren, Todd. “EVIDENCE-BASED INSTRUCTIONAL PRACTICES FOR TEACHERS OF CHILDREN WITH RETT SYNDROME - A Case Study.” 2020. Thesis, Kennesaw State University. Accessed March 03, 2021. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/45.

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

MLA Handbook (7th Edition):

Geren, Todd. “EVIDENCE-BASED INSTRUCTIONAL PRACTICES FOR TEACHERS OF CHILDREN WITH RETT SYNDROME - A Case Study.” 2020. Web. 03 Mar 2021.

Vancouver:

Geren T. EVIDENCE-BASED INSTRUCTIONAL PRACTICES FOR TEACHERS OF CHILDREN WITH RETT SYNDROME - A Case Study. [Internet] [Thesis]. Kennesaw State University; 2020. [cited 2021 Mar 03]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/45.

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

Council of Science Editors:

Geren T. EVIDENCE-BASED INSTRUCTIONAL PRACTICES FOR TEACHERS OF CHILDREN WITH RETT SYNDROME - A Case Study. [Thesis]. Kennesaw State University; 2020. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/45

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


California State University – San Bernardino

14. Luke, Kimberlee A. STRATEGIES TO ASSIST IN DECREASING ESCAPE MAINTAINED BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER.

Degree: MAin Education, Education, 2017, California State University – San Bernardino

  Many children with ASD partake in escape maintain behaviors for numerous reasons. Children with autism might have difficulty attending to long tasks, can get… (more)

Subjects/Keywords: autism; escape maintained behaviors; antecedent based intervention; evidence based practices; Special Education and Teaching

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

APA (6th Edition):

Luke, K. A. (2017). STRATEGIES TO ASSIST IN DECREASING ESCAPE MAINTAINED BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/450

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):

Luke, Kimberlee A. “STRATEGIES TO ASSIST IN DECREASING ESCAPE MAINTAINED BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER.” 2017. Thesis, California State University – San Bernardino. Accessed March 03, 2021. https://scholarworks.lib.csusb.edu/etd/450.

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

MLA Handbook (7th Edition):

Luke, Kimberlee A. “STRATEGIES TO ASSIST IN DECREASING ESCAPE MAINTAINED BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER.” 2017. Web. 03 Mar 2021.

Vancouver:

Luke KA. STRATEGIES TO ASSIST IN DECREASING ESCAPE MAINTAINED BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER. [Internet] [Thesis]. California State University – San Bernardino; 2017. [cited 2021 Mar 03]. Available from: https://scholarworks.lib.csusb.edu/etd/450.

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

Council of Science Editors:

Luke KA. STRATEGIES TO ASSIST IN DECREASING ESCAPE MAINTAINED BEHAVIORS IN CHILDREN WITH AUTISM SPECTRUM DISORDER. [Thesis]. California State University – San Bernardino; 2017. Available from: https://scholarworks.lib.csusb.edu/etd/450

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


University of Minnesota

15. Zhang, Yanchen. Exploring Relationships among Organizational Factors, Teachers’ Attitudes toward Evidence-Based Practices, and Implementation of Universal Prevention Programs.

Degree: PhD, Educational Psychology, 2019, University of Minnesota

 Decades of research have produced a wide range of evidence-based programs and practices (EBPs) for use in schools. However, the existence of EBPs alone is… (more)

Subjects/Keywords: Attitudes; Climate; Implementation Fidelity; Leadership; Organizational Implementation Context; School-Based Evidence-Based Practices

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

APA (6th Edition):

Zhang, Y. (2019). Exploring Relationships among Organizational Factors, Teachers’ Attitudes toward Evidence-Based Practices, and Implementation of Universal Prevention Programs. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/211827

Chicago Manual of Style (16th Edition):

Zhang, Yanchen. “Exploring Relationships among Organizational Factors, Teachers’ Attitudes toward Evidence-Based Practices, and Implementation of Universal Prevention Programs.” 2019. Doctoral Dissertation, University of Minnesota. Accessed March 03, 2021. http://hdl.handle.net/11299/211827.

MLA Handbook (7th Edition):

Zhang, Yanchen. “Exploring Relationships among Organizational Factors, Teachers’ Attitudes toward Evidence-Based Practices, and Implementation of Universal Prevention Programs.” 2019. Web. 03 Mar 2021.

Vancouver:

Zhang Y. Exploring Relationships among Organizational Factors, Teachers’ Attitudes toward Evidence-Based Practices, and Implementation of Universal Prevention Programs. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/11299/211827.

Council of Science Editors:

Zhang Y. Exploring Relationships among Organizational Factors, Teachers’ Attitudes toward Evidence-Based Practices, and Implementation of Universal Prevention Programs. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/211827


University of Utah

16. Belnap, Benjamin Bruce. A comparison of two schools with additional training in evidence-based practices to two schools without added training: effects, student outcomes, and teacher perceptions of skills and practices.

Degree: PhD, Educational Psychology, 2011, University of Utah

 Through providing support with training, coaching, and funding, Utah‘s Academic, Behavior & Coaching Initiative (ABC-UBI) program strives to assist schools with the implementation of evidence-based(more)

Subjects/Keywords: ABC-UBI; Evidence-based practices; Positive behavior support; Response to intervention; School climate; School psychology

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APA (6th Edition):

Belnap, B. B. (2011). A comparison of two schools with additional training in evidence-based practices to two schools without added training: effects, student outcomes, and teacher perceptions of skills and practices. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/499/rec/23

Chicago Manual of Style (16th Edition):

Belnap, Benjamin Bruce. “A comparison of two schools with additional training in evidence-based practices to two schools without added training: effects, student outcomes, and teacher perceptions of skills and practices.” 2011. Doctoral Dissertation, University of Utah. Accessed March 03, 2021. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/499/rec/23.

MLA Handbook (7th Edition):

Belnap, Benjamin Bruce. “A comparison of two schools with additional training in evidence-based practices to two schools without added training: effects, student outcomes, and teacher perceptions of skills and practices.” 2011. Web. 03 Mar 2021.

Vancouver:

Belnap BB. A comparison of two schools with additional training in evidence-based practices to two schools without added training: effects, student outcomes, and teacher perceptions of skills and practices. [Internet] [Doctoral dissertation]. University of Utah; 2011. [cited 2021 Mar 03]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/499/rec/23.

Council of Science Editors:

Belnap BB. A comparison of two schools with additional training in evidence-based practices to two schools without added training: effects, student outcomes, and teacher perceptions of skills and practices. [Doctoral Dissertation]. University of Utah; 2011. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/499/rec/23


Penn State University

17. Root, David Timothy. E.T.C. Phone Home: Perspectives of Evidence-Based Practices in an After School Program.

Degree: 2018, Penn State University

 The juvenile justice system is dynamic and ever-changing; the "tough on crime" era slowly yielding to the expansion of more rehabilitative and therapeutic services being… (more)

Subjects/Keywords: Juvenile Delinquency; Evidence-Based Practices; After-School Program; Behavior Modification; Qualitative Research

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

APA (6th Edition):

Root, D. T. (2018). E.T.C. Phone Home: Perspectives of Evidence-Based Practices in an After School Program. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16099dmr5579

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):

Root, David Timothy. “E.T.C. Phone Home: Perspectives of Evidence-Based Practices in an After School Program.” 2018. Thesis, Penn State University. Accessed March 03, 2021. https://submit-etda.libraries.psu.edu/catalog/16099dmr5579.

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

MLA Handbook (7th Edition):

Root, David Timothy. “E.T.C. Phone Home: Perspectives of Evidence-Based Practices in an After School Program.” 2018. Web. 03 Mar 2021.

Vancouver:

Root DT. E.T.C. Phone Home: Perspectives of Evidence-Based Practices in an After School Program. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Mar 03]. Available from: https://submit-etda.libraries.psu.edu/catalog/16099dmr5579.

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

Council of Science Editors:

Root DT. E.T.C. Phone Home: Perspectives of Evidence-Based Practices in an After School Program. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/16099dmr5579

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


University of North Texas

18. Thomas, Jamie Allison. Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism.

Degree: 2019, University of North Texas

 Poor post-school outcomes for young adults with an autism spectrum disorder (ASD) have underscored the need to gain insight into the use of evidence-based practices(more)

Subjects/Keywords: Autism spectrum disorders; secondary transition; evidence-based practices; diffusion of innovation; post-secondary outcomes

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

APA (6th Edition):

Thomas, J. A. (2019). Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1505238/

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):

Thomas, Jamie Allison. “Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism.” 2019. Thesis, University of North Texas. Accessed March 03, 2021. https://digital.library.unt.edu/ark:/67531/metadc1505238/.

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

MLA Handbook (7th Edition):

Thomas, Jamie Allison. “Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism.” 2019. Web. 03 Mar 2021.

Vancouver:

Thomas JA. Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism. [Internet] [Thesis]. University of North Texas; 2019. [cited 2021 Mar 03]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505238/.

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

Council of Science Editors:

Thomas JA. Perceptions of School Administrators on Evidence-Based Practices in Transition Planning for Students with Autism. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1505238/

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


IUPUI

19. Jordan, Kristi Ann. Educators’ and caregivers’ perceptions on the implementation of social narratives with individuals with autisim spectrum disorder.

Degree: 2016, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

Social narratives are considered by the National Professional Development Center on Autism Spectrum Disorders (NPDC) to be effective in reducing… (more)

Subjects/Keywords: autism; Social Stories; social narratives; evidence-based practices; perceptions; educators; caregivers; special education; disability

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

APA (6th Edition):

Jordan, K. A. (2016). Educators’ and caregivers’ perceptions on the implementation of social narratives with individuals with autisim spectrum disorder. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/11811

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):

Jordan, Kristi Ann. “Educators’ and caregivers’ perceptions on the implementation of social narratives with individuals with autisim spectrum disorder.” 2016. Thesis, IUPUI. Accessed March 03, 2021. http://hdl.handle.net/1805/11811.

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

MLA Handbook (7th Edition):

Jordan, Kristi Ann. “Educators’ and caregivers’ perceptions on the implementation of social narratives with individuals with autisim spectrum disorder.” 2016. Web. 03 Mar 2021.

Vancouver:

Jordan KA. Educators’ and caregivers’ perceptions on the implementation of social narratives with individuals with autisim spectrum disorder. [Internet] [Thesis]. IUPUI; 2016. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1805/11811.

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

Council of Science Editors:

Jordan KA. Educators’ and caregivers’ perceptions on the implementation of social narratives with individuals with autisim spectrum disorder. [Thesis]. IUPUI; 2016. Available from: http://hdl.handle.net/1805/11811

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

20. Trocki-Ables, Pamela M. Effect of video modeling and primary reinforcers on the push-up performance of elementary aged male students with autism spectrum disorders.

Degree: Kinesiology, 2014, Texas Woman's University

 The prevalence of Autism Spectrum Disorders (ASD) has been on the rise since the early 1990's (Centers for Disease Control, 2012). As a result, more… (more)

Subjects/Keywords: Health and environmental sciences; Education; Autism; Evidence based practices; Physical fitness; Primary reinforcers; Video modeling

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APA (6th Edition):

Trocki-Ables, P. M. (2014). Effect of video modeling and primary reinforcers on the push-up performance of elementary aged male students with autism spectrum disorders. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/3689

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):

Trocki-Ables, Pamela M. “Effect of video modeling and primary reinforcers on the push-up performance of elementary aged male students with autism spectrum disorders.” 2014. Thesis, Texas Woman's University. Accessed March 03, 2021. http://hdl.handle.net/11274/3689.

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

MLA Handbook (7th Edition):

Trocki-Ables, Pamela M. “Effect of video modeling and primary reinforcers on the push-up performance of elementary aged male students with autism spectrum disorders.” 2014. Web. 03 Mar 2021.

Vancouver:

Trocki-Ables PM. Effect of video modeling and primary reinforcers on the push-up performance of elementary aged male students with autism spectrum disorders. [Internet] [Thesis]. Texas Woman's University; 2014. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/11274/3689.

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

Council of Science Editors:

Trocki-Ables PM. Effect of video modeling and primary reinforcers on the push-up performance of elementary aged male students with autism spectrum disorders. [Thesis]. Texas Woman's University; 2014. Available from: http://hdl.handle.net/11274/3689

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

21. Torresdal-Arrieta, Rebecca. A Look inside the Spectrum: Providing Access to the Curriculum for Students with an Autism Spectrum Disorder .

Degree: 2013, California State University – San Marcos

 The identified incidence of Autism Spectrum Disorders (ASD) in the classroom has increased in the past decade, presenting educators with the daunting tasks of providing… (more)

Subjects/Keywords: Autism; Evidence-Based Practices; Inclusion in the Classroom; In-service; Professional Development; Teacher Training

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APA (6th Edition):

Torresdal-Arrieta, R. (2013). A Look inside the Spectrum: Providing Access to the Curriculum for Students with an Autism Spectrum Disorder . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/560

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):

Torresdal-Arrieta, Rebecca. “A Look inside the Spectrum: Providing Access to the Curriculum for Students with an Autism Spectrum Disorder .” 2013. Thesis, California State University – San Marcos. Accessed March 03, 2021. http://hdl.handle.net/10211.8/560.

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

MLA Handbook (7th Edition):

Torresdal-Arrieta, Rebecca. “A Look inside the Spectrum: Providing Access to the Curriculum for Students with an Autism Spectrum Disorder .” 2013. Web. 03 Mar 2021.

Vancouver:

Torresdal-Arrieta R. A Look inside the Spectrum: Providing Access to the Curriculum for Students with an Autism Spectrum Disorder . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/10211.8/560.

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

Council of Science Editors:

Torresdal-Arrieta R. A Look inside the Spectrum: Providing Access to the Curriculum for Students with an Autism Spectrum Disorder . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/560

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


SUNY College at Brockport

22. Figliole, Daniel M. Evidence-based practices for teaching mathematics to students with disabilities.

Degree: MSEd, Education and Human Development, 2013, SUNY College at Brockport

  This research study examines the effectiveness of three evidence-based strategies on students with disabilities. The participants include five students in a self-contained special education… (more)

Subjects/Keywords: evidence-based practices; concrete-representational-abstract; copy; cover; compare; Education; Other Mathematics

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APA (6th Edition):

Figliole, D. M. (2013). Evidence-based practices for teaching mathematics to students with disabilities. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/199

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):

Figliole, Daniel M. “Evidence-based practices for teaching mathematics to students with disabilities.” 2013. Thesis, SUNY College at Brockport. Accessed March 03, 2021. https://digitalcommons.brockport.edu/ehd_theses/199.

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

MLA Handbook (7th Edition):

Figliole, Daniel M. “Evidence-based practices for teaching mathematics to students with disabilities.” 2013. Web. 03 Mar 2021.

Vancouver:

Figliole DM. Evidence-based practices for teaching mathematics to students with disabilities. [Internet] [Thesis]. SUNY College at Brockport; 2013. [cited 2021 Mar 03]. Available from: https://digitalcommons.brockport.edu/ehd_theses/199.

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

Council of Science Editors:

Figliole DM. Evidence-based practices for teaching mathematics to students with disabilities. [Thesis]. SUNY College at Brockport; 2013. Available from: https://digitalcommons.brockport.edu/ehd_theses/199

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


University of North Texas

23. Austin, Jennifer E. The Use of Evidence-based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorders: a National Survey of School Psychologists' Training, Attitudes, and Practices.

Degree: 2011, University of North Texas

 The purpose of this exploratory study was to examine school psychologists' use of evidence- based practices (EBP), in general, and more specifically in the area… (more)

Subjects/Keywords: Social skills training; SST; evidence-based practices; EBP; autism spectrum disorders; ASD; school psychologist

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APA (6th Edition):

Austin, J. E. (2011). The Use of Evidence-based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorders: a National Survey of School Psychologists' Training, Attitudes, and Practices. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc177174/

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):

Austin, Jennifer E. “The Use of Evidence-based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorders: a National Survey of School Psychologists' Training, Attitudes, and Practices.” 2011. Thesis, University of North Texas. Accessed March 03, 2021. https://digital.library.unt.edu/ark:/67531/metadc177174/.

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

MLA Handbook (7th Edition):

Austin, Jennifer E. “The Use of Evidence-based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorders: a National Survey of School Psychologists' Training, Attitudes, and Practices.” 2011. Web. 03 Mar 2021.

Vancouver:

Austin JE. The Use of Evidence-based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorders: a National Survey of School Psychologists' Training, Attitudes, and Practices. [Internet] [Thesis]. University of North Texas; 2011. [cited 2021 Mar 03]. Available from: https://digital.library.unt.edu/ark:/67531/metadc177174/.

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

Council of Science Editors:

Austin JE. The Use of Evidence-based Practices in the Provision of Social Skills Training for Students with Autism Spectrum Disorders: a National Survey of School Psychologists' Training, Attitudes, and Practices. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc177174/

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


University of North Texas

24. Cowan, Angela K. Special Education Teachers Self-Reported Use of Evidence-Based Practices for Students with Autism in Texas Public Schools.

Degree: 2016, University of North Texas

 Currently there is extensive literature on evidence-based practices (EBP) for students with autism spectrum disorder (ASD). However, there is limited research on whether or not… (more)

Subjects/Keywords: evidence-based practices; autism spectrum disorder; special educators; self-reported implementation; autism training

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APA (6th Edition):

Cowan, A. K. (2016). Special Education Teachers Self-Reported Use of Evidence-Based Practices for Students with Autism in Texas Public Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955016/

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):

Cowan, Angela K. “Special Education Teachers Self-Reported Use of Evidence-Based Practices for Students with Autism in Texas Public Schools.” 2016. Thesis, University of North Texas. Accessed March 03, 2021. https://digital.library.unt.edu/ark:/67531/metadc955016/.

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

MLA Handbook (7th Edition):

Cowan, Angela K. “Special Education Teachers Self-Reported Use of Evidence-Based Practices for Students with Autism in Texas Public Schools.” 2016. Web. 03 Mar 2021.

Vancouver:

Cowan AK. Special Education Teachers Self-Reported Use of Evidence-Based Practices for Students with Autism in Texas Public Schools. [Internet] [Thesis]. University of North Texas; 2016. [cited 2021 Mar 03]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955016/.

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

Council of Science Editors:

Cowan AK. Special Education Teachers Self-Reported Use of Evidence-Based Practices for Students with Autism in Texas Public Schools. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955016/

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


University of Kentucky

25. Nelson-Cooke, Elizabeth. Olmstead Mandated Statewide Implementation of Assertive Community Treatment: Precipitating Factors and Participant Experiences.

Degree: 2020, University of Kentucky

Evidence-based practices for individuals with serious mental illness have not been widely implemented in United States public mental health systems. Mental health advocates have used… (more)

Subjects/Keywords: Evidence-Based Practices; Asssertive Community Treatment; Serious Mental Illness; Olmstead Mandated Implementation; Social Work

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APA (6th Edition):

Nelson-Cooke, E. (2020). Olmstead Mandated Statewide Implementation of Assertive Community Treatment: Precipitating Factors and Participant Experiences. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/csw_etds/29

Chicago Manual of Style (16th Edition):

Nelson-Cooke, Elizabeth. “Olmstead Mandated Statewide Implementation of Assertive Community Treatment: Precipitating Factors and Participant Experiences.” 2020. Doctoral Dissertation, University of Kentucky. Accessed March 03, 2021. https://uknowledge.uky.edu/csw_etds/29.

MLA Handbook (7th Edition):

Nelson-Cooke, Elizabeth. “Olmstead Mandated Statewide Implementation of Assertive Community Treatment: Precipitating Factors and Participant Experiences.” 2020. Web. 03 Mar 2021.

Vancouver:

Nelson-Cooke E. Olmstead Mandated Statewide Implementation of Assertive Community Treatment: Precipitating Factors and Participant Experiences. [Internet] [Doctoral dissertation]. University of Kentucky; 2020. [cited 2021 Mar 03]. Available from: https://uknowledge.uky.edu/csw_etds/29.

Council of Science Editors:

Nelson-Cooke E. Olmstead Mandated Statewide Implementation of Assertive Community Treatment: Precipitating Factors and Participant Experiences. [Doctoral Dissertation]. University of Kentucky; 2020. Available from: https://uknowledge.uky.edu/csw_etds/29


Georgia State University

26. Guinn, Angela. Utilizing Out-of-Home Placement Child Welfare Data to Compare an Evidence-Based Child Maltreatment Program to Services As Usual.

Degree: MPH, Public Health, 2016, Georgia State University

  INTRODUCTION: The burden of child maltreatment is substantial, highlighting the importance of identifying effective prevention programs in reducing occurrence and costs. The SafeCare® model… (more)

Subjects/Keywords: out-of-home placements; evidence-based practices; administrative data; child welfare services

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APA (6th Edition):

Guinn, A. (2016). Utilizing Out-of-Home Placement Child Welfare Data to Compare an Evidence-Based Child Maltreatment Program to Services As Usual. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/iph_theses/459

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):

Guinn, Angela. “Utilizing Out-of-Home Placement Child Welfare Data to Compare an Evidence-Based Child Maltreatment Program to Services As Usual.” 2016. Thesis, Georgia State University. Accessed March 03, 2021. https://scholarworks.gsu.edu/iph_theses/459.

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

MLA Handbook (7th Edition):

Guinn, Angela. “Utilizing Out-of-Home Placement Child Welfare Data to Compare an Evidence-Based Child Maltreatment Program to Services As Usual.” 2016. Web. 03 Mar 2021.

Vancouver:

Guinn A. Utilizing Out-of-Home Placement Child Welfare Data to Compare an Evidence-Based Child Maltreatment Program to Services As Usual. [Internet] [Thesis]. Georgia State University; 2016. [cited 2021 Mar 03]. Available from: https://scholarworks.gsu.edu/iph_theses/459.

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

Council of Science Editors:

Guinn A. Utilizing Out-of-Home Placement Child Welfare Data to Compare an Evidence-Based Child Maltreatment Program to Services As Usual. [Thesis]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/iph_theses/459

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


University of Kentucky

27. Taylor, Christopher J. A SYSTEMATIC REVIEW OF USING WEIGHTED VESTS WITH INDIVIDUALS WITH AUTISM SPECTRUM DISORDER.

Degree: 2015, University of Kentucky

 The purpose of the study was to evaluate the current literature on the use of weighted vests with individuals with autism spectrum disorder. A literature… (more)

Subjects/Keywords: Autism spectrum disorder; ASD; weighted vests; evidence-based practices; Special Education and Teaching

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

APA (6th Edition):

Taylor, C. J. (2015). A SYSTEMATIC REVIEW OF USING WEIGHTED VESTS WITH INDIVIDUALS WITH AUTISM SPECTRUM DISORDER. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/20

Chicago Manual of Style (16th Edition):

Taylor, Christopher J. “A SYSTEMATIC REVIEW OF USING WEIGHTED VESTS WITH INDIVIDUALS WITH AUTISM SPECTRUM DISORDER.” 2015. Masters Thesis, University of Kentucky. Accessed March 03, 2021. https://uknowledge.uky.edu/edsrc_etds/20.

MLA Handbook (7th Edition):

Taylor, Christopher J. “A SYSTEMATIC REVIEW OF USING WEIGHTED VESTS WITH INDIVIDUALS WITH AUTISM SPECTRUM DISORDER.” 2015. Web. 03 Mar 2021.

Vancouver:

Taylor CJ. A SYSTEMATIC REVIEW OF USING WEIGHTED VESTS WITH INDIVIDUALS WITH AUTISM SPECTRUM DISORDER. [Internet] [Masters thesis]. University of Kentucky; 2015. [cited 2021 Mar 03]. Available from: https://uknowledge.uky.edu/edsrc_etds/20.

Council of Science Editors:

Taylor CJ. A SYSTEMATIC REVIEW OF USING WEIGHTED VESTS WITH INDIVIDUALS WITH AUTISM SPECTRUM DISORDER. [Masters Thesis]. University of Kentucky; 2015. Available from: https://uknowledge.uky.edu/edsrc_etds/20


University of Pennsylvania

28. Denard, Christina. Child Welfare Caseworkers: A Pivotal Role In The Uptake Of Evidence-Based Practices.

Degree: 2017, University of Pennsylvania

 Despite the proliferation of evidence-based practices (EBPs) for children and families, some children and families are not utilizing EBPs in the child welfare (CW) system.… (more)

Subjects/Keywords: Child Welfare; Evidence-based Practices; Implementation; Theory of Planned Behavior; Social Work

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

APA (6th Edition):

Denard, C. (2017). Child Welfare Caseworkers: A Pivotal Role In The Uptake Of Evidence-Based Practices. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/2253

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):

Denard, Christina. “Child Welfare Caseworkers: A Pivotal Role In The Uptake Of Evidence-Based Practices.” 2017. Thesis, University of Pennsylvania. Accessed March 03, 2021. https://repository.upenn.edu/edissertations/2253.

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

MLA Handbook (7th Edition):

Denard, Christina. “Child Welfare Caseworkers: A Pivotal Role In The Uptake Of Evidence-Based Practices.” 2017. Web. 03 Mar 2021.

Vancouver:

Denard C. Child Welfare Caseworkers: A Pivotal Role In The Uptake Of Evidence-Based Practices. [Internet] [Thesis]. University of Pennsylvania; 2017. [cited 2021 Mar 03]. Available from: https://repository.upenn.edu/edissertations/2253.

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

Council of Science Editors:

Denard C. Child Welfare Caseworkers: A Pivotal Role In The Uptake Of Evidence-Based Practices. [Thesis]. University of Pennsylvania; 2017. Available from: https://repository.upenn.edu/edissertations/2253

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


Utah State University

29. McPherson, Kendra. Survey on Services Provided to Children with Autism Spectrum Disorder in U.S. Public Schools.

Degree: Educational Specialist (EdS), Psychology, 2018, Utah State University

  It is of utmost importance that students diagnosed with Autism Spectrum Disorder (ASD) in the public school setting across the United States are receiving… (more)

Subjects/Keywords: Autism; Autism Spectrum Disorder; Services; Evidence Based Practices; Disability and Equity in Education; Psychology

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

APA (6th Edition):

McPherson, K. (2018). Survey on Services Provided to Children with Autism Spectrum Disorder in U.S. Public Schools. (Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7113

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):

McPherson, Kendra. “Survey on Services Provided to Children with Autism Spectrum Disorder in U.S. Public Schools.” 2018. Thesis, Utah State University. Accessed March 03, 2021. https://digitalcommons.usu.edu/etd/7113.

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

MLA Handbook (7th Edition):

McPherson, Kendra. “Survey on Services Provided to Children with Autism Spectrum Disorder in U.S. Public Schools.” 2018. Web. 03 Mar 2021.

Vancouver:

McPherson K. Survey on Services Provided to Children with Autism Spectrum Disorder in U.S. Public Schools. [Internet] [Thesis]. Utah State University; 2018. [cited 2021 Mar 03]. Available from: https://digitalcommons.usu.edu/etd/7113.

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

Council of Science Editors:

McPherson K. Survey on Services Provided to Children with Autism Spectrum Disorder in U.S. Public Schools. [Thesis]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7113

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


George Mason University

30. Thompson, Catherine Creighton. What do Parents with Children who have Autism Think? .

Degree: 2014, George Mason University

 The purpose of this mixed methods study was to better understand the perspectives of parents with children who are diagnosed with autism spectrum disorders regarding… (more)

Subjects/Keywords: Special education; Teacher education; Education policy; Autism; Evidence based Practices (EBP); Individualized Educaiton Program (IEP); parent education; Parents perspectives; Research based practices

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

APA (6th Edition):

Thompson, C. C. (2014). What do Parents with Children who have Autism Think? . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8861

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):

Thompson, Catherine Creighton. “What do Parents with Children who have Autism Think? .” 2014. Thesis, George Mason University. Accessed March 03, 2021. http://hdl.handle.net/1920/8861.

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

MLA Handbook (7th Edition):

Thompson, Catherine Creighton. “What do Parents with Children who have Autism Think? .” 2014. Web. 03 Mar 2021.

Vancouver:

Thompson CC. What do Parents with Children who have Autism Think? . [Internet] [Thesis]. George Mason University; 2014. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1920/8861.

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

Council of Science Editors:

Thompson CC. What do Parents with Children who have Autism Think? . [Thesis]. George Mason University; 2014. Available from: http://hdl.handle.net/1920/8861

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

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