subject:(functional behavioral assessment)

University of Manitoba

1. Saltel, Lilian. Evaluation of a self-instructional manual to teach functional analysis to assess problem behaviours for persons with developmental disabilities.

Degree: Psychology, 2016, University of Manitoba

URL: http://hdl.handle.net/1993/32009

► Functional analysis is an experimental method used to assess the environmental causes of behaviour by systematically manipulating the antecedents and consequences for that behaviour and… (more)

▼ Functional analysis is an experimental method used to assess the environmental causes of behaviour by systematically manipulating the antecedents and consequences for that behaviour and observing their effects on the behaviour. The number of published studies on function analysis has increased as well as the number of studies that aimed to teach this procedure. This study aimed to evaluate the efficacy of a self-instructional manual on teaching university students and staff who work with people with developmental disabilities to conduct functional analysis as described by Iwata et al. (1982/1994). Specifically, I compared the effectiveness of a self-instructional manual to a procedural description of functional analysis described in the method section of the above paper. In Experiment 1, the self-instructional manual was evaluated using a concurrent multiple probe design across groups of three and two participants, totaling 11 participants. Participants received the method description during baseline, self-instructional manual during the intervention, and video modeling (for some participants) after the manual. Simulated assessments were conducted after each phase and a retention/generalization assessment was conducted after 1 to 4 weeks. Overall, mean correct performance across participants and conditions during simulated assessments were 73% after studying the method description, 92% after the self-instructional manual, and 94% correct after video modeling. Retention and generalization assessments (2 simulated and 7 client assessments) averaged 80% correct. In Experiment 2, the manual was modified based on the errors made in Experiment 1 and its efficacy was evaluated using a concurrent multiple probe design across two participants, and a concurrent multiple probe design across functional analysis conditions replicated across five participants. Overall, mean correct performance across participants and conditions during simulated assessments were 58% after studying the method description, 88% after the self-instructional manual, and 95% correct after video modeling. Retention and generalization assessments (2 simulated and 7 client assessments) averaged 91% correct. The results suggest that the self-instructional manual shows promise and further research is warranted. Advisors/Committee Members: Yu, C. T. (Psychology) (supervisor), Pear, Joseph (Psychology) .

Subjects/Keywords: Functional analysis; self-instructional manual; behavioural assessment

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APA (6^th Edition):

Saltel, L. (2016). Evaluation of a self-instructional manual to teach functional analysis to assess problem behaviours for persons with developmental disabilities. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32009

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

Chicago Manual of Style (16^th Edition):

Saltel, Lilian. “Evaluation of a self-instructional manual to teach functional analysis to assess problem behaviours for persons with developmental disabilities.” 2016. Thesis, University of Manitoba. Accessed January 21, 2021. http://hdl.handle.net/1993/32009.

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

MLA Handbook (7^th Edition):

Saltel, Lilian. “Evaluation of a self-instructional manual to teach functional analysis to assess problem behaviours for persons with developmental disabilities.” 2016. Web. 21 Jan 2021.

Vancouver:

Saltel L. Evaluation of a self-instructional manual to teach functional analysis to assess problem behaviours for persons with developmental disabilities. [Internet] [Thesis]. University of Manitoba; 2016. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1993/32009.

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

Council of Science Editors:

Saltel L. Evaluation of a self-instructional manual to teach functional analysis to assess problem behaviours for persons with developmental disabilities. [Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/32009

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

2. Lettice, Ryan E. Training Caregivers to Conduct a Descriptive Behavioral Assessment.

Degree: Applied Behavior Analysis: M.S., Community Psychology, Counseling and Family Therapy, 2016, St. Cloud State University

URL: https://repository.stcloudstate.edu/cpcf_etds/27

► We evaluated the efficacy of a training package in teaching caregivers to conduct an A-B-C checklist recording functional behavioral assessment. The training package consisted… (more)

Subjects/Keywords: descriptive functional behavioral assessment training checklist

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APA (6^th Edition):

Lettice, R. E. (2016). Training Caregivers to Conduct a Descriptive Behavioral Assessment. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/cpcf_etds/27

Chicago Manual of Style (16^th Edition):

Lettice, Ryan E. “Training Caregivers to Conduct a Descriptive Behavioral Assessment.” 2016. Masters Thesis, St. Cloud State University. Accessed January 21, 2021. https://repository.stcloudstate.edu/cpcf_etds/27.

MLA Handbook (7^th Edition):

Lettice, Ryan E. “Training Caregivers to Conduct a Descriptive Behavioral Assessment.” 2016. Web. 21 Jan 2021.

Vancouver:

Lettice RE. Training Caregivers to Conduct a Descriptive Behavioral Assessment. [Internet] [Masters thesis]. St. Cloud State University; 2016. [cited 2021 Jan 21]. Available from: https://repository.stcloudstate.edu/cpcf_etds/27.

Council of Science Editors:

Lettice RE. Training Caregivers to Conduct a Descriptive Behavioral Assessment. [Masters Thesis]. St. Cloud State University; 2016. Available from: https://repository.stcloudstate.edu/cpcf_etds/27

University of Southern Mississippi

3. McLemore, Chandler Erin. The Treatment Utility of Hypothesis-Driven Functional Analysis Methods for Students Whose Behavior is Elevated During Escape, Attention, or Escape-to-Attention Contingencies.

Degree: MA, Psychology, 2014, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/42

► Current research indicates that function-based treatments, based on functional analysis data can be effective for decreasing an array of problem behaviors. The vast majority… (more)

Subjects/Keywords: functional analysis; functional behavioral assessment; escape-to-attention; behavioral interventions; Applied Behavior Analysis; Psychology

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APA (6^th Edition):

McLemore, C. E. (2014). The Treatment Utility of Hypothesis-Driven Functional Analysis Methods for Students Whose Behavior is Elevated During Escape, Attention, or Escape-to-Attention Contingencies. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/42

Chicago Manual of Style (16^th Edition):

McLemore, Chandler Erin. “The Treatment Utility of Hypothesis-Driven Functional Analysis Methods for Students Whose Behavior is Elevated During Escape, Attention, or Escape-to-Attention Contingencies.” 2014. Masters Thesis, University of Southern Mississippi. Accessed January 21, 2021. https://aquila.usm.edu/masters_theses/42.

MLA Handbook (7^th Edition):

McLemore, Chandler Erin. “The Treatment Utility of Hypothesis-Driven Functional Analysis Methods for Students Whose Behavior is Elevated During Escape, Attention, or Escape-to-Attention Contingencies.” 2014. Web. 21 Jan 2021.

Vancouver:

McLemore CE. The Treatment Utility of Hypothesis-Driven Functional Analysis Methods for Students Whose Behavior is Elevated During Escape, Attention, or Escape-to-Attention Contingencies. [Internet] [Masters thesis]. University of Southern Mississippi; 2014. [cited 2021 Jan 21]. Available from: https://aquila.usm.edu/masters_theses/42.

Council of Science Editors:

McLemore CE. The Treatment Utility of Hypothesis-Driven Functional Analysis Methods for Students Whose Behavior is Elevated During Escape, Attention, or Escape-to-Attention Contingencies. [Masters Thesis]. University of Southern Mississippi; 2014. Available from: https://aquila.usm.edu/masters_theses/42

University of Missouri – Columbia

4. Bruntmyer, D. Tichelle, 1970-. An examination of teacher-conducted trial-based functional analysis in juvenile justice classrooms.

Degree: 2016, University of Missouri – Columbia

URL: https://doi.org/10.32469/10355/56214

► This study evaluated the use of a teacher-conducted trial-based functional analysis (TBFA) in a long-term correctional school. Two juvenile justice teachers implemented the TBFA procedure… (more)

Subjects/Keywords: Juvenile detention homes; Problem children – Functional assessment; Behavioral assessment of children

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APA (6^th Edition):

Bruntmyer, D. Tichelle, 1. (2016). An examination of teacher-conducted trial-based functional analysis in juvenile justice classrooms. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/56214

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

Chicago Manual of Style (16^th Edition):

Bruntmyer, D. Tichelle, 1970-. “An examination of teacher-conducted trial-based functional analysis in juvenile justice classrooms.” 2016. Thesis, University of Missouri – Columbia. Accessed January 21, 2021. https://doi.org/10.32469/10355/56214.

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

MLA Handbook (7^th Edition):

Bruntmyer, D. Tichelle, 1970-. “An examination of teacher-conducted trial-based functional analysis in juvenile justice classrooms.” 2016. Web. 21 Jan 2021.

Vancouver:

Bruntmyer, D. Tichelle 1. An examination of teacher-conducted trial-based functional analysis in juvenile justice classrooms. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2021 Jan 21]. Available from: https://doi.org/10.32469/10355/56214.

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

Council of Science Editors:

Bruntmyer, D. Tichelle 1. An examination of teacher-conducted trial-based functional analysis in juvenile justice classrooms. [Thesis]. University of Missouri – Columbia; 2016. Available from: https://doi.org/10.32469/10355/56214

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

University of Newcastle

5. Opartkiattikul, Watinee. The implementation of a professional development program in functional behavioural assessment in selected elementary schools in Thailand.

Degree: PhD, 2014, University of Newcastle

URL: http://hdl.handle.net/1959.13/1042238

►

Research Doctorate - Doctor of Philosophy (PhD)

Several decades of research have demonstrated that Functional Behavioural Assessment (FBA) can be an effective strategy to both… (more)

▼

Research Doctorate - Doctor of Philosophy (PhD)

Several decades of research have demonstrated that Functional Behavioural Assessment (FBA) can be an effective strategy to both increase classroom teachers’ professional skills and encourage appropriate student behaviour. This research also notes that successful implementation of FBA in typical school settings can be complex and challenging. Several recent Thai educational policies require the use of positive and systematic behaviour support in regular schools. However, a number of Thai studies have found that Thai schools have had difficulty implementing these policies and behaviour problems are still reported as a major issue for Thai teachers. The present study aims to assist schools to close the gap between policy and practice by conducting a professional development program for Thai teachers in the use of FBA to guide their behaviour support. Classroom teachers, target students, senior school staff and school principals in two elementary schools in Bangkok, Thailand participated in the study. A blended approach combining elements of case study and single subject designs was used to shape and implement the research. Nine classroom teachers from the two participating schools took part in a fortnightly FBA professional development program spanning six weeks. Multiple sources of data were collected before, during and after the professional development program, and analysis of the data was conducted at several levels. The findings indicate that the professional development program in FBA achieved positive outcomes for the majority of the participating teachers. The results support previous studies showing that the opportunity to practise in class and to receive feedback is needed for successful outcomes. The consistent and continued implementation of FBA was dependent on the teachers’ personal attributes. Teachers in both schools perceived several barriers impeding their FBA implementation such as insufficient support from family, work demands and time management. This study confirmed that the implementation of FBA in typical school settings involves multiple interactions between individuals as well as between external variables. The findings may be used by Thai policymakers and school administrators to assist school staff to build capacity to improve the behaviour support system in Thai schools.

Advisors/Committee Members: University of Newcastle. Faculty of Education & Arts, School of Education.

Subjects/Keywords: Functional Behavioural Assessment; professional development; Thailand; behaviour problems; inclusion; positive behaviour support

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

APA (6^th Edition):

Opartkiattikul, W. (2014). The implementation of a professional development program in functional behavioural assessment in selected elementary schools in Thailand. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1042238

Chicago Manual of Style (16^th Edition):

Opartkiattikul, Watinee. “The implementation of a professional development program in functional behavioural assessment in selected elementary schools in Thailand.” 2014. Doctoral Dissertation, University of Newcastle. Accessed January 21, 2021. http://hdl.handle.net/1959.13/1042238.

MLA Handbook (7^th Edition):

Opartkiattikul, Watinee. “The implementation of a professional development program in functional behavioural assessment in selected elementary schools in Thailand.” 2014. Web. 21 Jan 2021.

Vancouver:

Opartkiattikul W. The implementation of a professional development program in functional behavioural assessment in selected elementary schools in Thailand. [Internet] [Doctoral dissertation]. University of Newcastle; 2014. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1959.13/1042238.

Council of Science Editors:

Opartkiattikul W. The implementation of a professional development program in functional behavioural assessment in selected elementary schools in Thailand. [Doctoral Dissertation]. University of Newcastle; 2014. Available from: http://hdl.handle.net/1959.13/1042238

University of Melbourne

6. WILSON, KAREN. The effectiveness of individualised positive behaviour support for Victorian primary school students with emotional or behavioural disorders.

Degree: 2011, University of Melbourne

URL: http://hdl.handle.net/11343/37046

► Student behaviour is a critical issue for Australian school communities. Although many Australian schools continue to use traditional models of discipline, practices associated with individualised… (more)

▼ Student behaviour is a critical issue for Australian school communities. Although many Australian schools continue to use traditional models of discipline, practices associated with individualised positive behaviour support (IPBS) are slowly being adopted to support students with challenging behaviour. In Victoria, a school-wide positive behaviour support pilot program is currently being implemented, with participating schools moving towards implementation of IPBS. However, the vast majority of research that has established IPBS as an effective approach has come from the United States, where IPBS practices are a legal requirement for many students with challenging behaviour. The lack of local research highlights the importance of gathering local evidence about the potential of the approach to provide effective support for Victorian students with challenging behaviour. The aim of this study was to investigate the effectiveness of IPBS in bringing about positive behavioural change in three Victorian primary school students with emotional or behavioural disorders (EBD). Establishing teacher beliefs about the social validity and intervention integrity of the IPBS interventions was central to this aim. This mixed methods study used three case studies to collect data from student and teacher participants in three separate primary schools via interviews, checklists, observations and questionnaires. Interviews generated qualitative data that were used to guide the design of the IPBS interventions. Quantitative data were used to design interventions, to measure behavioural change post-intervention, and to establish the social validity and intervention integrity of interventions. Data for each student demonstrated some level of positive behavioural change post-intervention, with differing results potentially influenced by teacher, student and contextual factors. Whilst data indicated good social validity and intervention integrity, this did not necessarily translate to effective implementation of IPBS interventions. Findings suggest that the intervention that was fully implemented was more effective in bringing about positive behavioural change than the interventions that were partially implemented. The results of this study provide tentative support for the broader implementation of individualised positive behaviour support in Victorian primary schools, whilst highlighting the factors that may influence the effectiveness of the approach. In particular, the findings imply that the discrepancy between teachers’ philosophical and practical commitment to IPBS may need to be addressed for the full potential of the approach to be realised.

Subjects/Keywords: individualised positive behaviour support; emotional or behavioural disorders; behaviour support planning; functional assessment

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

APA (6^th Edition):

WILSON, K. (2011). The effectiveness of individualised positive behaviour support for Victorian primary school students with emotional or behavioural disorders. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/37046

Chicago Manual of Style (16^th Edition):

WILSON, KAREN. “The effectiveness of individualised positive behaviour support for Victorian primary school students with emotional or behavioural disorders.” 2011. Masters Thesis, University of Melbourne. Accessed January 21, 2021. http://hdl.handle.net/11343/37046.

MLA Handbook (7^th Edition):

WILSON, KAREN. “The effectiveness of individualised positive behaviour support for Victorian primary school students with emotional or behavioural disorders.” 2011. Web. 21 Jan 2021.

Vancouver:

WILSON K. The effectiveness of individualised positive behaviour support for Victorian primary school students with emotional or behavioural disorders. [Internet] [Masters thesis]. University of Melbourne; 2011. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/11343/37046.

Council of Science Editors:

WILSON K. The effectiveness of individualised positive behaviour support for Victorian primary school students with emotional or behavioural disorders. [Masters Thesis]. University of Melbourne; 2011. Available from: http://hdl.handle.net/11343/37046

University of Rochester

7. Zhou, Zhichun. Comparisons of behavioral assessments to identify the function of challenging behavior of individuals with neurodevelopmental and mental disorders.

Degree: PhD, 2018, University of Rochester

URL: http://hdl.handle.net/1802/34118

► Preferred stimuli identified in the concurrent-operant preference assessment have been demonstrated in Berg et al (2007) to share the same reinforcing value as the behavioral… (more)

Subjects/Keywords: Behavioral function; Dual diagnoses; Functional behavioral assessment; Functional response class; Pictorial concurrent-operant preference assessment; Preference

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

APA (6^th Edition):

Zhou, Z. (2018). Comparisons of behavioral assessments to identify the function of challenging behavior of individuals with neurodevelopmental and mental disorders. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/34118

Chicago Manual of Style (16^th Edition):

Zhou, Zhichun. “Comparisons of behavioral assessments to identify the function of challenging behavior of individuals with neurodevelopmental and mental disorders.” 2018. Doctoral Dissertation, University of Rochester. Accessed January 21, 2021. http://hdl.handle.net/1802/34118.

MLA Handbook (7^th Edition):

Zhou, Zhichun. “Comparisons of behavioral assessments to identify the function of challenging behavior of individuals with neurodevelopmental and mental disorders.” 2018. Web. 21 Jan 2021.

Vancouver:

Zhou Z. Comparisons of behavioral assessments to identify the function of challenging behavior of individuals with neurodevelopmental and mental disorders. [Internet] [Doctoral dissertation]. University of Rochester; 2018. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1802/34118.

Council of Science Editors:

Zhou Z. Comparisons of behavioral assessments to identify the function of challenging behavior of individuals with neurodevelopmental and mental disorders. [Doctoral Dissertation]. University of Rochester; 2018. Available from: http://hdl.handle.net/1802/34118

Northeastern University

8. Phillips, Katurri M. Assessing the use of function based assessments in Massachusetts among professionals working with individuals with developmental disabilities.

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

URL: http://hdl.handle.net/2047/d20001176

► There has been an emphasis placed on conducting function-based assessments (FBA) prior to selecting treatment for challenging behaviors for individuals with developmental disabilities (IDD). Research… (more)

Subjects/Keywords: psychology; behavioral; current practices; functional assessment; Function-based assessment; survey; People with disabilities - Functional assessment; Developmental Psychology

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APA (6^th Edition):

Phillips, K. M. (2011). Assessing the use of function based assessments in Massachusetts among professionals working with individuals with developmental disabilities. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20001176

Chicago Manual of Style (16^th Edition):

Phillips, Katurri M. “Assessing the use of function based assessments in Massachusetts among professionals working with individuals with developmental disabilities.” 2011. Masters Thesis, Northeastern University. Accessed January 21, 2021. http://hdl.handle.net/2047/d20001176.

MLA Handbook (7^th Edition):

Phillips, Katurri M. “Assessing the use of function based assessments in Massachusetts among professionals working with individuals with developmental disabilities.” 2011. Web. 21 Jan 2021.

Vancouver:

Phillips KM. Assessing the use of function based assessments in Massachusetts among professionals working with individuals with developmental disabilities. [Internet] [Masters thesis]. Northeastern University; 2011. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/2047/d20001176.

Council of Science Editors:

Phillips KM. Assessing the use of function based assessments in Massachusetts among professionals working with individuals with developmental disabilities. [Masters Thesis]. Northeastern University; 2011. Available from: http://hdl.handle.net/2047/d20001176

9. Sullivan, William Edward. Linking descriptive assessment to functional analysis and treatment of transition-related problem behavior.

Degree: PhD, Psychology, 2017, Syracuse University

URL: https://surface.syr.edu/etd/743

► Activity transitions are difficult for many children with developmental disabilities, leading to problem behavior and decreased instructional time in schools. Assessing the function of… (more)

Subjects/Keywords: functional behavior assessment; problem behavior; transitions; Social and Behavioral Sciences

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APA (6^th Edition):

Sullivan, W. E. (2017). Linking descriptive assessment to functional analysis and treatment of transition-related problem behavior. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/743

Chicago Manual of Style (16^th Edition):

Sullivan, William Edward. “Linking descriptive assessment to functional analysis and treatment of transition-related problem behavior.” 2017. Doctoral Dissertation, Syracuse University. Accessed January 21, 2021. https://surface.syr.edu/etd/743.

MLA Handbook (7^th Edition):

Sullivan, William Edward. “Linking descriptive assessment to functional analysis and treatment of transition-related problem behavior.” 2017. Web. 21 Jan 2021.

Vancouver:

Sullivan WE. Linking descriptive assessment to functional analysis and treatment of transition-related problem behavior. [Internet] [Doctoral dissertation]. Syracuse University; 2017. [cited 2021 Jan 21]. Available from: https://surface.syr.edu/etd/743.

Council of Science Editors:

Sullivan WE. Linking descriptive assessment to functional analysis and treatment of transition-related problem behavior. [Doctoral Dissertation]. Syracuse University; 2017. Available from: https://surface.syr.edu/etd/743

University of South Florida

10. John, Karie S. Some Effects of Functional Analysis on Problem Behavior Outside of Session.

Degree: 2019, University of South Florida

URL: https://scholarcommons.usf.edu/etd/8375

► Conducting a functional analysis (FA) is the most empirically supported method of determining problem behavior, yet clinicians report various barriers to conducting FAs. A common… (more)

Subjects/Keywords: behavioral contrast; descriptive analysis; functional assessment; problem behavior; Social and Behavioral Sciences

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APA (6^th Edition):

John, K. S. (2019). Some Effects of Functional Analysis on Problem Behavior Outside of Session. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/8375

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

Chicago Manual of Style (16^th Edition):

John, Karie S. “Some Effects of Functional Analysis on Problem Behavior Outside of Session.” 2019. Thesis, University of South Florida. Accessed January 21, 2021. https://scholarcommons.usf.edu/etd/8375.

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

MLA Handbook (7^th Edition):

John, Karie S. “Some Effects of Functional Analysis on Problem Behavior Outside of Session.” 2019. Web. 21 Jan 2021.

Vancouver:

John KS. Some Effects of Functional Analysis on Problem Behavior Outside of Session. [Internet] [Thesis]. University of South Florida; 2019. [cited 2021 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/8375.

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

Council of Science Editors:

John KS. Some Effects of Functional Analysis on Problem Behavior Outside of Session. [Thesis]. University of South Florida; 2019. Available from: https://scholarcommons.usf.edu/etd/8375

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

University of Louisville

11. Burt, Jonathan L. Effects of functional communication training and self-monitoring with programmed generalization for three students with or at-risk for emotional behavioral disorders.

Degree: PhD, 2017, University of Louisville

URL: 10.18297/etd/2748 ; https://ir.library.louisville.edu/etd/2748

► The use of functional assessment based interventions to address the problem behavior of students with emotional/behavioral disorders (EBD) is supported by an emerging evidence… (more)

Subjects/Keywords: functional behavioral assessment; emotional/behavioral disorder; functional communication training; self-monitoring; generalization; Special Education and Teaching

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APA (6^th Edition):

Burt, J. L. (2017). Effects of functional communication training and self-monitoring with programmed generalization for three students with or at-risk for emotional behavioral disorders. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2748 ; https://ir.library.louisville.edu/etd/2748

Chicago Manual of Style (16^th Edition):

Burt, Jonathan L. “Effects of functional communication training and self-monitoring with programmed generalization for three students with or at-risk for emotional behavioral disorders.” 2017. Doctoral Dissertation, University of Louisville. Accessed January 21, 2021. 10.18297/etd/2748 ; https://ir.library.louisville.edu/etd/2748.

MLA Handbook (7^th Edition):

Burt, Jonathan L. “Effects of functional communication training and self-monitoring with programmed generalization for three students with or at-risk for emotional behavioral disorders.” 2017. Web. 21 Jan 2021.

Vancouver:

Burt JL. Effects of functional communication training and self-monitoring with programmed generalization for three students with or at-risk for emotional behavioral disorders. [Internet] [Doctoral dissertation]. University of Louisville; 2017. [cited 2021 Jan 21]. Available from: 10.18297/etd/2748 ; https://ir.library.louisville.edu/etd/2748.

Council of Science Editors:

Burt JL. Effects of functional communication training and self-monitoring with programmed generalization for three students with or at-risk for emotional behavioral disorders. [Doctoral Dissertation]. University of Louisville; 2017. Available from: 10.18297/etd/2748 ; https://ir.library.louisville.edu/etd/2748

University of South Florida

12. Sanchez, Sindy. What’s the Function? Assessing Correspondence between Functional Analysis Procedures.

Degree: 2018, University of South Florida

URL: https://scholarcommons.usf.edu/etd/7361

► In 1997, Congress established the Individuals with Disabilities Education Act (IDEA, 1997), which required that schools conduct functional behavior assessments when a student engages in… (more)

Subjects/Keywords: Functional Assessment; Functional Analysis; Function Based Interventions; Trial-based Functional Analysis; ABA in Schools; Social and Behavioral Sciences

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APA (6^th Edition):

Sanchez, S. (2018). What’s the Function? Assessing Correspondence between Functional Analysis Procedures. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7361

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

Chicago Manual of Style (16^th Edition):

Sanchez, Sindy. “What’s the Function? Assessing Correspondence between Functional Analysis Procedures.” 2018. Thesis, University of South Florida. Accessed January 21, 2021. https://scholarcommons.usf.edu/etd/7361.

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

MLA Handbook (7^th Edition):

Sanchez, Sindy. “What’s the Function? Assessing Correspondence between Functional Analysis Procedures.” 2018. Web. 21 Jan 2021.

Vancouver:

Sanchez S. What’s the Function? Assessing Correspondence between Functional Analysis Procedures. [Internet] [Thesis]. University of South Florida; 2018. [cited 2021 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/7361.

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

Council of Science Editors:

Sanchez S. What’s the Function? Assessing Correspondence between Functional Analysis Procedures. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/7361

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

University of South Florida

13. Cameron, Katherine Theresa. Using the Teaching Tools for Young Children with Challenging Behavior (TTYC) in Kindergarten Classrooms.

Degree: 2016, University of South Florida

URL: https://scholarcommons.usf.edu/etd/6069

► The purpose of this study was to evaluate the process and outcomes of using the Teaching Tools for Young Children with Challenging Behavior (TTYC) with… (more)

Subjects/Keywords: functional behavior assessment; manualized intervention; behavioral consultation; autism spectrum disorder; Behavioral Disciplines and Activities; Social and Behavioral Sciences

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APA (6^th Edition):

Cameron, K. T. (2016). Using the Teaching Tools for Young Children with Challenging Behavior (TTYC) in Kindergarten Classrooms. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6069

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

Chicago Manual of Style (16^th Edition):

Cameron, Katherine Theresa. “Using the Teaching Tools for Young Children with Challenging Behavior (TTYC) in Kindergarten Classrooms.” 2016. Thesis, University of South Florida. Accessed January 21, 2021. https://scholarcommons.usf.edu/etd/6069.

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

MLA Handbook (7^th Edition):

Cameron, Katherine Theresa. “Using the Teaching Tools for Young Children with Challenging Behavior (TTYC) in Kindergarten Classrooms.” 2016. Web. 21 Jan 2021.

Vancouver:

Cameron KT. Using the Teaching Tools for Young Children with Challenging Behavior (TTYC) in Kindergarten Classrooms. [Internet] [Thesis]. University of South Florida; 2016. [cited 2021 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/6069.

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

Council of Science Editors:

Cameron KT. Using the Teaching Tools for Young Children with Challenging Behavior (TTYC) in Kindergarten Classrooms. [Thesis]. University of South Florida; 2016. Available from: https://scholarcommons.usf.edu/etd/6069

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

University of South Florida

14. Deenihan, Deanna. Using the Prevent-Teach-Reinforce for Secondary (PTR-SEC) Model for High School Students with Autism Spectrum Disorders.

Degree: 2019, University of South Florida

URL: https://scholarcommons.usf.edu/etd/7777

► This study evaluated the use of the Prevent-Teach-Reinforce for Secondary (PTR-SEC) model as an individualized Tier 3 intervention within the School-Wide Positive Behavioral Interventions and… (more)

Subjects/Keywords: functional behavior assessment; manualized intervention; PTR; SW-PBIS; Tier 3; Social and Behavioral Sciences

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APA (6^th Edition):

Deenihan, D. (2019). Using the Prevent-Teach-Reinforce for Secondary (PTR-SEC) Model for High School Students with Autism Spectrum Disorders. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7777

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

Chicago Manual of Style (16^th Edition):

Deenihan, Deanna. “Using the Prevent-Teach-Reinforce for Secondary (PTR-SEC) Model for High School Students with Autism Spectrum Disorders.” 2019. Thesis, University of South Florida. Accessed January 21, 2021. https://scholarcommons.usf.edu/etd/7777.

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

MLA Handbook (7^th Edition):

Deenihan, Deanna. “Using the Prevent-Teach-Reinforce for Secondary (PTR-SEC) Model for High School Students with Autism Spectrum Disorders.” 2019. Web. 21 Jan 2021.

Vancouver:

Deenihan D. Using the Prevent-Teach-Reinforce for Secondary (PTR-SEC) Model for High School Students with Autism Spectrum Disorders. [Internet] [Thesis]. University of South Florida; 2019. [cited 2021 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/7777.

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

Council of Science Editors:

Deenihan D. Using the Prevent-Teach-Reinforce for Secondary (PTR-SEC) Model for High School Students with Autism Spectrum Disorders. [Thesis]. University of South Florida; 2019. Available from: https://scholarcommons.usf.edu/etd/7777

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

University of Oregon

15. Kaye, Nicole. Function-Based Behavior Support Planning Competencies: A National Survey of School Psychologists.

Degree: PhD, Department of Special Education and Clinical Sciences, 2016, University of Oregon

URL: http://hdl.handle.net/1794/19665

► This study surveyed a national sample of school psychologists (N = 105) regarding their training and skills in function-based behavior support planning. Specifically, this study… (more)

Subjects/Keywords: Behavior support plans; Functional behavioral assessment; Function-based; School psychologists; Technical adequacy

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APA (6^th Edition):

Kaye, N. (2016). Function-Based Behavior Support Planning Competencies: A National Survey of School Psychologists. (Doctoral Dissertation). University of Oregon. Retrieved from http://hdl.handle.net/1794/19665

Chicago Manual of Style (16^th Edition):

Kaye, Nicole. “Function-Based Behavior Support Planning Competencies: A National Survey of School Psychologists.” 2016. Doctoral Dissertation, University of Oregon. Accessed January 21, 2021. http://hdl.handle.net/1794/19665.

MLA Handbook (7^th Edition):

Kaye, Nicole. “Function-Based Behavior Support Planning Competencies: A National Survey of School Psychologists.” 2016. Web. 21 Jan 2021.

Vancouver:

Kaye N. Function-Based Behavior Support Planning Competencies: A National Survey of School Psychologists. [Internet] [Doctoral dissertation]. University of Oregon; 2016. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1794/19665.

Council of Science Editors:

Kaye N. Function-Based Behavior Support Planning Competencies: A National Survey of School Psychologists. [Doctoral Dissertation]. University of Oregon; 2016. Available from: http://hdl.handle.net/1794/19665

Temple University

16. Cohen Friedenthal, Donielle. SCHOOL PERSONNEL ESTABLISHING FUNCTIONAL COMMUNICATION TRAINING BASED ON A FUNCTIONAL ANALYSIS WITH AUTISTIC STUDENTS IN A PUBLIC SCHOOL SETTING TO REDUCE PROBLEM BEHAVIORS.

Degree: PhD, 2008, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,18321

►

School Psychology

Autism is subset of the special education population that seems to be growing at an alarming rate. According to the American Psychiatric Association… (more)

▼

School Psychology

Autism is subset of the special education population that seems to be growing at an alarming rate. According to the American Psychiatric Association (2000), one of the three main deficits found in someone diagnosed with autism is a "qualitative impairment in communication". However, language skills are very difficult for autistic children to learn and are often associated with disruptive behaviors. Research has shown a strong correlation between problem behaviors and difficulties with communication. This study uses techniques (i.e. functional analysis and functional assessment) to determine the function of these problem behaviors and their communicative intent. This study also demonstrates that an experimental approach such as a functional analysis can be done in a public school setting by public school personnel. Once the function is determined, treatments incorporating Functional Communication Training (FCT) can be applied to reduce these problem behaviors while increasing communication. Research has shown that FCT that replaces each function of a problem behavior will reduce problem behaviors in autistic children. Therefore, functional analysis results allow for the reduction of problem behaviors while identifying optimal situations/settings to teach language. Three male autistic students, attending a public school, were involved in the study. All subjects exhibited one or more problem behaviors that interfered with their everyday functioning at school. Initially, functional assessment data were collected via a descriptive analysis using Antecedent-Behavior-Consequence (A-B-C) data. The A-B-C data were taken throughout each subject's school day in various environments. The data for each subject were graphed and analyzed by a school psychologist. Based on the results, the school psychologist developed a hypothesis for each subject regarding the function of his problem behavior. Subjects were exposed to various functional analysis conditions using a single subject multielement manipulation design based on the A-B-C data. These functional analysis sessions were conducted in each student's current public school placement. Functional analysis conditions were implemented until stable levels of problem behaviors were obtained or a clear pattern provided evidence as to the function of the problem behavior. Data from all sessions were graphed in a multiple baseline across subjects and visually assessed. Based on the data from the functional analysis, the function of the student's problem behavior was hypothesized. The experimenter, who was also a school psychologist, designed and implemented a function based treatment package to successfully reduce each student's problem behaviors. The treatment for each subject was individually designed based on that subject's functional analysis. Each treatment also incorporated a FCT component. As a result, problem behaviors were successfully reduced for each subject using functional assessment methodology by a school psychologist in a public school…

Advisors/Committee Members: Axelrod, Saul, Fiorello, Catherine A., Rosenfeld, Joseph G., Connell, James, Farley, Frank.

Subjects/Keywords: Psychology, Behavioral; Education, Special; Education, Educational Psychology; autism; functional analysis; school psychology; problem behaviors; public school; functional assessment

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

APA (6^th Edition):

Cohen Friedenthal, D. (2008). SCHOOL PERSONNEL ESTABLISHING FUNCTIONAL COMMUNICATION TRAINING BASED ON A FUNCTIONAL ANALYSIS WITH AUTISTIC STUDENTS IN A PUBLIC SCHOOL SETTING TO REDUCE PROBLEM BEHAVIORS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,18321

Chicago Manual of Style (16^th Edition):

Cohen Friedenthal, Donielle. “SCHOOL PERSONNEL ESTABLISHING FUNCTIONAL COMMUNICATION TRAINING BASED ON A FUNCTIONAL ANALYSIS WITH AUTISTIC STUDENTS IN A PUBLIC SCHOOL SETTING TO REDUCE PROBLEM BEHAVIORS.” 2008. Doctoral Dissertation, Temple University. Accessed January 21, 2021. http://digital.library.temple.edu/u?/p245801coll10,18321.

MLA Handbook (7^th Edition):

Cohen Friedenthal, Donielle. “SCHOOL PERSONNEL ESTABLISHING FUNCTIONAL COMMUNICATION TRAINING BASED ON A FUNCTIONAL ANALYSIS WITH AUTISTIC STUDENTS IN A PUBLIC SCHOOL SETTING TO REDUCE PROBLEM BEHAVIORS.” 2008. Web. 21 Jan 2021.

Vancouver:

Cohen Friedenthal D. SCHOOL PERSONNEL ESTABLISHING FUNCTIONAL COMMUNICATION TRAINING BASED ON A FUNCTIONAL ANALYSIS WITH AUTISTIC STUDENTS IN A PUBLIC SCHOOL SETTING TO REDUCE PROBLEM BEHAVIORS. [Internet] [Doctoral dissertation]. Temple University; 2008. [cited 2021 Jan 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,18321.

Council of Science Editors:

Cohen Friedenthal D. SCHOOL PERSONNEL ESTABLISHING FUNCTIONAL COMMUNICATION TRAINING BASED ON A FUNCTIONAL ANALYSIS WITH AUTISTIC STUDENTS IN A PUBLIC SCHOOL SETTING TO REDUCE PROBLEM BEHAVIORS. [Doctoral Dissertation]. Temple University; 2008. Available from: http://digital.library.temple.edu/u?/p245801coll10,18321

University of South Florida

17. Gonzalez, Sarah M. Evaluating the Efficiency and Correspondence of Trial-Based and Session-Based Functional Analyses in Controlled Settings.

Degree: 2018, University of South Florida

URL: https://scholarcommons.usf.edu/etd/8114

► Functional analyses (FAs) are used to identify the maintaining contingencies of problem behavior. However, FAs present some limitations. Functional analyses can be time consuming. In… (more)

Subjects/Keywords: functional assessment; trial-based functional analysis; problem behavior; session-based; Other Education; Psychology; Social and Behavioral Sciences

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APA (6^th Edition):

Gonzalez, S. M. (2018). Evaluating the Efficiency and Correspondence of Trial-Based and Session-Based Functional Analyses in Controlled Settings. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/8114

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

Chicago Manual of Style (16^th Edition):

Gonzalez, Sarah M. “Evaluating the Efficiency and Correspondence of Trial-Based and Session-Based Functional Analyses in Controlled Settings.” 2018. Thesis, University of South Florida. Accessed January 21, 2021. https://scholarcommons.usf.edu/etd/8114.

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

MLA Handbook (7^th Edition):

Gonzalez, Sarah M. “Evaluating the Efficiency and Correspondence of Trial-Based and Session-Based Functional Analyses in Controlled Settings.” 2018. Web. 21 Jan 2021.

Vancouver:

Gonzalez SM. Evaluating the Efficiency and Correspondence of Trial-Based and Session-Based Functional Analyses in Controlled Settings. [Internet] [Thesis]. University of South Florida; 2018. [cited 2021 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/8114.

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

Council of Science Editors:

Gonzalez SM. Evaluating the Efficiency and Correspondence of Trial-Based and Session-Based Functional Analyses in Controlled Settings. [Thesis]. University of South Florida; 2018. Available from: https://scholarcommons.usf.edu/etd/8114

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

University of South Florida

18. Sullivan, Kaitlin Sullivan. Evaluating Prevent-Teach-Reinforce (PTR) in a High School Setting.

Degree: 2016, University of South Florida

URL: https://scholarcommons.usf.edu/etd/6407

► Current research shows that school’s behavior intervention plans are lacking in key components, indicating a need for a standardized model of assessment that sustains teacher… (more)

Subjects/Keywords: Multi-Tiered System of Support; Functional Behavior Assessment; Behavior Intervention Planning; Emotional Behavioral Disorder; Social and Behavioral Sciences

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APA (6^th Edition):

Sullivan, K. S. (2016). Evaluating Prevent-Teach-Reinforce (PTR) in a High School Setting. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6407

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

Chicago Manual of Style (16^th Edition):

Sullivan, Kaitlin Sullivan. “Evaluating Prevent-Teach-Reinforce (PTR) in a High School Setting.” 2016. Thesis, University of South Florida. Accessed January 21, 2021. https://scholarcommons.usf.edu/etd/6407.

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

MLA Handbook (7^th Edition):

Sullivan, Kaitlin Sullivan. “Evaluating Prevent-Teach-Reinforce (PTR) in a High School Setting.” 2016. Web. 21 Jan 2021.

Vancouver:

Sullivan KS. Evaluating Prevent-Teach-Reinforce (PTR) in a High School Setting. [Internet] [Thesis]. University of South Florida; 2016. [cited 2021 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/6407.

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

Council of Science Editors:

Sullivan KS. Evaluating Prevent-Teach-Reinforce (PTR) in a High School Setting. [Thesis]. University of South Florida; 2016. Available from: https://scholarcommons.usf.edu/etd/6407

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

University of Wisconsin – Stout

19. Thompson, Michelle. Linking a functional behavioral analysis to a functional behavioral assessment in the schoola single subject case design.

Degree: 2008, University of Wisconsin – Stout

URL: http://www.uwstout.edu/lib/thesis/2008/2008thompsonm.pdf ; http://digital.library.wisc.edu/1793/42919

Subjects/Keywords: Problem children – Functional assessment; Behavioral assessment of children

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APA (6^th Edition):

Thompson, M. (2008). Linking a functional behavioral analysis to a functional behavioral assessment in the schoola single subject case design. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2008/2008thompsonm.pdf ; http://digital.library.wisc.edu/1793/42919

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

Chicago Manual of Style (16^th Edition):

Thompson, Michelle. “Linking a functional behavioral analysis to a functional behavioral assessment in the schoola single subject case design.” 2008. Thesis, University of Wisconsin – Stout. Accessed January 21, 2021. http://www.uwstout.edu/lib/thesis/2008/2008thompsonm.pdf ; http://digital.library.wisc.edu/1793/42919.

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

MLA Handbook (7^th Edition):

Thompson, Michelle. “Linking a functional behavioral analysis to a functional behavioral assessment in the schoola single subject case design.” 2008. Web. 21 Jan 2021.

Vancouver:

Thompson M. Linking a functional behavioral analysis to a functional behavioral assessment in the schoola single subject case design. [Internet] [Thesis]. University of Wisconsin – Stout; 2008. [cited 2021 Jan 21]. Available from: http://www.uwstout.edu/lib/thesis/2008/2008thompsonm.pdf ; http://digital.library.wisc.edu/1793/42919.

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

Council of Science Editors:

Thompson M. Linking a functional behavioral analysis to a functional behavioral assessment in the schoola single subject case design. [Thesis]. University of Wisconsin – Stout; 2008. Available from: http://www.uwstout.edu/lib/thesis/2008/2008thompsonm.pdf ; http://digital.library.wisc.edu/1793/42919

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

20. Common, Eric A. Examining Professional Learning to Support Educators’ Design, Implementation, and Evaluation of Functional Assessment-Based Interventions.

Degree: PhD, Special Education, 2017, University of Kansas

URL: http://hdl.handle.net/1808/26135

► This dissertation offers a collection of works examining team-based approaches to functional assessment-based interventions (FABIs) in schools, with an emphasis on practice-based professional development. Across… (more)

Subjects/Keywords: Special education; Behavioral sciences; behavior intervention; functional assessment-based intervention; functional behavior assessment; implementation science; positive behavior intervention and support; professional development

10 more images…

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APA (6^th Edition):

Common, E. A. (2017). Examining Professional Learning to Support Educators’ Design, Implementation, and Evaluation of Functional Assessment-Based Interventions. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/26135

Chicago Manual of Style (16^th Edition):

Common, Eric A. “Examining Professional Learning to Support Educators’ Design, Implementation, and Evaluation of Functional Assessment-Based Interventions.” 2017. Doctoral Dissertation, University of Kansas. Accessed January 21, 2021. http://hdl.handle.net/1808/26135.

MLA Handbook (7^th Edition):

Common, Eric A. “Examining Professional Learning to Support Educators’ Design, Implementation, and Evaluation of Functional Assessment-Based Interventions.” 2017. Web. 21 Jan 2021.

Vancouver:

Common EA. Examining Professional Learning to Support Educators’ Design, Implementation, and Evaluation of Functional Assessment-Based Interventions. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1808/26135.

Council of Science Editors:

Common EA. Examining Professional Learning to Support Educators’ Design, Implementation, and Evaluation of Functional Assessment-Based Interventions. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/26135

University of North Texas

21. Moreno, Gerardo. Frequency and quality of the implementation of functional behavioral assessments as reported by educators.

Degree: 2008, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc9749/

► The research investigation reported herein examined the quality and experience of the functional behavioral assessment (FBA) process as reported by educators working with students with… (more)

Subjects/Keywords: PBS; behavioral disorders; FBA; BIP; Problem children – Functional assessment.; Behavioral assessment of children.

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APA (6^th Edition):

Moreno, G. (2008). Frequency and quality of the implementation of functional behavioral assessments as reported by educators. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc9749/

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

Chicago Manual of Style (16^th Edition):

Moreno, Gerardo. “Frequency and quality of the implementation of functional behavioral assessments as reported by educators.” 2008. Thesis, University of North Texas. Accessed January 21, 2021. https://digital.library.unt.edu/ark:/67531/metadc9749/.

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

MLA Handbook (7^th Edition):

Moreno, Gerardo. “Frequency and quality of the implementation of functional behavioral assessments as reported by educators.” 2008. Web. 21 Jan 2021.

Vancouver:

Moreno G. Frequency and quality of the implementation of functional behavioral assessments as reported by educators. [Internet] [Thesis]. University of North Texas; 2008. [cited 2021 Jan 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc9749/.

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

Council of Science Editors:

Moreno G. Frequency and quality of the implementation of functional behavioral assessments as reported by educators. [Thesis]. University of North Texas; 2008. Available from: https://digital.library.unt.edu/ark:/67531/metadc9749/

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

Liberty University

22. Andrews, Cheryl J. Self-Efficacy and Job-Related Tasks: Special Educators Who Teach Students with Emotional Disorder.

Degree: 2019, Liberty University

URL: https://digitalcommons.liberty.edu/doctoral/2091

► The purpose of this transcendental phenomenological study was to describe how special education teachers view their self-efficacy for teaching ED students and manage classroom tasks… (more)

Subjects/Keywords: Emotional Disorder; Functional Behavioral Assessment; Individualized Education Program; Self-contained Setting; Self-efficacy; Education; Special Education and Teaching

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APA (6^th Edition):

Andrews, C. J. (2019). Self-Efficacy and Job-Related Tasks: Special Educators Who Teach Students with Emotional Disorder. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2091

Chicago Manual of Style (16^th Edition):

Andrews, Cheryl J. “Self-Efficacy and Job-Related Tasks: Special Educators Who Teach Students with Emotional Disorder.” 2019. Doctoral Dissertation, Liberty University. Accessed January 21, 2021. https://digitalcommons.liberty.edu/doctoral/2091.

MLA Handbook (7^th Edition):

Andrews, Cheryl J. “Self-Efficacy and Job-Related Tasks: Special Educators Who Teach Students with Emotional Disorder.” 2019. Web. 21 Jan 2021.

Vancouver:

Andrews CJ. Self-Efficacy and Job-Related Tasks: Special Educators Who Teach Students with Emotional Disorder. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2021 Jan 21]. Available from: https://digitalcommons.liberty.edu/doctoral/2091.

Council of Science Editors:

Andrews CJ. Self-Efficacy and Job-Related Tasks: Special Educators Who Teach Students with Emotional Disorder. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2091

University of Oregon

23. Strickland-Cohen, Monica. An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Behavioral Assessment Information.

Degree: 2012, University of Oregon

URL: http://hdl.handle.net/1794/12550

► The current study evaluated the efficacy of a training series designed to teach typical school-based behavior support professionals to build behavioral interventions from functional behavioral… (more)

▼ The current study evaluated the efficacy of a training series designed to teach typical school-based behavior support professionals to build behavioral interventions from functional behavioral assessment (FBA) information. The study was conducted in three stages. First, a descriptive assessment examined the extent to which typical school team leaders demonstrated knowledge of core behavior support plan (BSP) development features following a four-part training series on the development and implementation of function based supports. The second stage of the study assessed the extent to which participants who met criteria for BSP development during training were then able to lead a typical school team in building a BSP that was perceived by expert behavior analysts as "technically sound." In the final stage, a nonconcurrent multiple-baseline design was used to determine if there is a functional relationship between implementation of BSPs led by typical school-team leaders who received the training and improvement in the level of student problem behavior. Thirteen school professionals participated in four 1-hour "From Basic FBA to BSP" training sessions. A post test analysis of BSP knowledge indicated that the participants ended training with the knowledge needed to use FBA information to develop student BSPs. Six of the 13 professionals went on to lead school-based teams in the development of BSPs that were rated by outside experts as technically adequate. Direct observation data were collected on student behavior during the implementation of five of the six resulting BSPs, and decreases in problem behavior and increases in academic engagement were seen for all five student participants. Additionally, participating team leaders and classroom staff indicated that they found the procedures and tools used to be both acceptable and effective. These results document preliminary findings supporting the efficacy of a four-part training series used to teach typical school staff to use FBA data in designing student BSPs. Further implications for practice in schools and directions for future research are discussed. Advisors/Committee Members: Horner, Robert (advisor).

Subjects/Keywords: Applied Behavior Analysis; Behavior support plans; Functional behavioral assessment; Positive behavior support; Problem behavior in schools

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APA (6^th Edition):

Strickland-Cohen, M. (2012). An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Behavioral Assessment Information. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/12550

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

Chicago Manual of Style (16^th Edition):

Strickland-Cohen, Monica. “An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Behavioral Assessment Information.” 2012. Thesis, University of Oregon. Accessed January 21, 2021. http://hdl.handle.net/1794/12550.

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

MLA Handbook (7^th Edition):

Strickland-Cohen, Monica. “An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Behavioral Assessment Information.” 2012. Web. 21 Jan 2021.

Vancouver:

Strickland-Cohen M. An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Behavioral Assessment Information. [Internet] [Thesis]. University of Oregon; 2012. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1794/12550.

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

Council of Science Editors:

Strickland-Cohen M. An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Behavioral Assessment Information. [Thesis]. University of Oregon; 2012. Available from: http://hdl.handle.net/1794/12550

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

University of South Florida

24. Reyes, Sofia. Implementation of the Prevent-Teach-Reinforce Model within Multi-tiered Systems of Support for Elementary School Students with Problem Behavior.

Degree: 2019, University of South Florida

URL: https://scholarcommons.usf.edu/etd/7906

► This study evaluated the implementation of the school-based Prevent-Teach-Reinforce (PTR) model within multi-tiered systems of support (MTSS) for elementary school students engaging in high levels… (more)

Subjects/Keywords: behavior intervention; functional behavior assessment; manualized intervention; positive behavior support; prevent-teach-reinforce; problem behavior; Social and Behavioral Sciences

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APA (6^th Edition):

Reyes, S. (2019). Implementation of the Prevent-Teach-Reinforce Model within Multi-tiered Systems of Support for Elementary School Students with Problem Behavior. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7906

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

Chicago Manual of Style (16^th Edition):

Reyes, Sofia. “Implementation of the Prevent-Teach-Reinforce Model within Multi-tiered Systems of Support for Elementary School Students with Problem Behavior.” 2019. Thesis, University of South Florida. Accessed January 21, 2021. https://scholarcommons.usf.edu/etd/7906.

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

MLA Handbook (7^th Edition):

Reyes, Sofia. “Implementation of the Prevent-Teach-Reinforce Model within Multi-tiered Systems of Support for Elementary School Students with Problem Behavior.” 2019. Web. 21 Jan 2021.

Vancouver:

Reyes S. Implementation of the Prevent-Teach-Reinforce Model within Multi-tiered Systems of Support for Elementary School Students with Problem Behavior. [Internet] [Thesis]. University of South Florida; 2019. [cited 2021 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/7906.

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

Council of Science Editors:

Reyes S. Implementation of the Prevent-Teach-Reinforce Model within Multi-tiered Systems of Support for Elementary School Students with Problem Behavior. [Thesis]. University of South Florida; 2019. Available from: https://scholarcommons.usf.edu/etd/7906

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

25. Fleming, Courtney V. An Examination Of the Effects Of a Video-based Training Package On Professional Staff’s Implementation Of a Brief Functional Analysis and Data Analysis.

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

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1313608330

► Minimal research has investigated training packages used to teach professional staff how to implement functional analysis procedures and to interpret data gathered during functional analysis.… (more)

Subjects/Keywords: behavioral assessment; staff training; functional analysis

…assessment is to generate a hypothesis regarding behavioral function and throughout the process… …conduct valid, meaningful assessment. The term behavioral has been used to describe assessment… …from behavioral hypotheses that follow direct assessment have shown to be effective (… …One type of direct assessment is functional behavior assessment (e.g., O’Neill et al… …1997). The term functional behavior assessment (FBA) has also been used…

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

APA (6^th Edition):

Fleming, C. V. (2011). An Examination Of the Effects Of a Video-based Training Package On Professional Staff’s Implementation Of a Brief Functional Analysis and Data Analysis. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1313608330

Chicago Manual of Style (16^th Edition):

Fleming, Courtney V. “An Examination Of the Effects Of a Video-based Training Package On Professional Staff’s Implementation Of a Brief Functional Analysis and Data Analysis.” 2011. Doctoral Dissertation, The Ohio State University. Accessed January 21, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1313608330.

MLA Handbook (7^th Edition):

Fleming, Courtney V. “An Examination Of the Effects Of a Video-based Training Package On Professional Staff’s Implementation Of a Brief Functional Analysis and Data Analysis.” 2011. Web. 21 Jan 2021.

Vancouver:

Fleming CV. An Examination Of the Effects Of a Video-based Training Package On Professional Staff’s Implementation Of a Brief Functional Analysis and Data Analysis. [Internet] [Doctoral dissertation]. The Ohio State University; 2011. [cited 2021 Jan 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1313608330.

Council of Science Editors:

Fleming CV. An Examination Of the Effects Of a Video-based Training Package On Professional Staff’s Implementation Of a Brief Functional Analysis and Data Analysis. [Doctoral Dissertation]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1313608330

University of North Texas

26. Harris, Curtis Joe. Developing a Function-based Treatment for Problem Behavior Using a Structured Descriptive Assessment.

Degree: 2007, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc3965/

► This study evaluated the utility of structured descriptive assessment (SDA) to generate a hypothesis regarding the operant function of problem behavior when the analogue functional… (more)

Subjects/Keywords: Structured descriptive assessment; functional assessment; People with disabilities – Functional assessment.; Developmental disabilities – Treatment.; Behavioral assessment.

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

APA (6^th Edition):

Harris, C. J. (2007). Developing a Function-based Treatment for Problem Behavior Using a Structured Descriptive Assessment. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc3965/

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

Chicago Manual of Style (16^th Edition):

Harris, Curtis Joe. “Developing a Function-based Treatment for Problem Behavior Using a Structured Descriptive Assessment.” 2007. Thesis, University of North Texas. Accessed January 21, 2021. https://digital.library.unt.edu/ark:/67531/metadc3965/.

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

MLA Handbook (7^th Edition):

Harris, Curtis Joe. “Developing a Function-based Treatment for Problem Behavior Using a Structured Descriptive Assessment.” 2007. Web. 21 Jan 2021.

Vancouver:

Harris CJ. Developing a Function-based Treatment for Problem Behavior Using a Structured Descriptive Assessment. [Internet] [Thesis]. University of North Texas; 2007. [cited 2021 Jan 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc3965/.

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

Council of Science Editors:

Harris CJ. Developing a Function-based Treatment for Problem Behavior Using a Structured Descriptive Assessment. [Thesis]. University of North Texas; 2007. Available from: https://digital.library.unt.edu/ark:/67531/metadc3965/

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

Northeastern University

27. Rogers, Katie L. Effects of continuous versus intermittent schedules of reinforcement on functional analysis outcomes.

Degree: MS, Department of Counseling and Applied Educational Psychology, 2013, Northeastern University

URL: http://hdl.handle.net/2047/d20128739

► Functional analyses are used to aid in the assessment and treatment of problem behavior; however, if the behavior occurs infrequently, the results may not be… (more)

Subjects/Keywords: analysis; continuous; Function; intermittent; reinforcement; schedule; Psychology; Special Education and Teaching; Reinforcement (Psychology); Problem children; Functional assessment; Autistic children; Behavior modification; Behavioral assessment; Behavior modification

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

APA (6^th Edition):

Rogers, K. L. (2013). Effects of continuous versus intermittent schedules of reinforcement on functional analysis outcomes. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128739

Chicago Manual of Style (16^th Edition):

Rogers, Katie L. “Effects of continuous versus intermittent schedules of reinforcement on functional analysis outcomes.” 2013. Masters Thesis, Northeastern University. Accessed January 21, 2021. http://hdl.handle.net/2047/d20128739.

MLA Handbook (7^th Edition):

Rogers, Katie L. “Effects of continuous versus intermittent schedules of reinforcement on functional analysis outcomes.” 2013. Web. 21 Jan 2021.

Vancouver:

Rogers KL. Effects of continuous versus intermittent schedules of reinforcement on functional analysis outcomes. [Internet] [Masters thesis]. Northeastern University; 2013. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/2047/d20128739.

Council of Science Editors:

Rogers KL. Effects of continuous versus intermittent schedules of reinforcement on functional analysis outcomes. [Masters Thesis]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20128739

University of North Texas

28. Fahrenholz, Anney Renee. Multiple-Respondent Anecdotal Assessments for Behavior Disorders: An Analysis of Interrater Agreement and Correspondence With Functional Analysis Outcomes.

Degree: 2004, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc4616/

► An analysis of interrater agreement across multiple respondents on anecdotal assessments and correspondence between functional analysis outcomes was completed. Experiment I evaluated overall agreement among… (more)

Subjects/Keywords: People with mental disabilities – Mental health.; People with disabilities – Functional assessment.; Behavioral assessment.; anecdotal assessment; functional analysis; Motivational Assessment Scale (MAS); Functional Analysis Screening Tool (FAST)

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

APA (6^th Edition):

Fahrenholz, A. R. (2004). Multiple-Respondent Anecdotal Assessments for Behavior Disorders: An Analysis of Interrater Agreement and Correspondence With Functional Analysis Outcomes. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4616/

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

Chicago Manual of Style (16^th Edition):

Fahrenholz, Anney Renee. “Multiple-Respondent Anecdotal Assessments for Behavior Disorders: An Analysis of Interrater Agreement and Correspondence With Functional Analysis Outcomes.” 2004. Thesis, University of North Texas. Accessed January 21, 2021. https://digital.library.unt.edu/ark:/67531/metadc4616/.

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

MLA Handbook (7^th Edition):

Fahrenholz, Anney Renee. “Multiple-Respondent Anecdotal Assessments for Behavior Disorders: An Analysis of Interrater Agreement and Correspondence With Functional Analysis Outcomes.” 2004. Web. 21 Jan 2021.

Vancouver:

Fahrenholz AR. Multiple-Respondent Anecdotal Assessments for Behavior Disorders: An Analysis of Interrater Agreement and Correspondence With Functional Analysis Outcomes. [Internet] [Thesis]. University of North Texas; 2004. [cited 2021 Jan 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4616/.

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

Council of Science Editors:

Fahrenholz AR. Multiple-Respondent Anecdotal Assessments for Behavior Disorders: An Analysis of Interrater Agreement and Correspondence With Functional Analysis Outcomes. [Thesis]. University of North Texas; 2004. Available from: https://digital.library.unt.edu/ark:/67531/metadc4616/

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

University of North Texas

29. Churchill, Robert. Identification of environmental determinants of behavior disorders through functional analysis of precursor behaviors.

Degree: 2001, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc2814/

► Methods for the determining the functional properties of problem behaviors are necessary for the design of successful treatments. Many of the currently utilized methodologies are… (more)

Subjects/Keywords: People with mental disabilities – Mental health.; People with disabilities – Functional assessment.; Behavioral assessment.; Reinforcement (Psychology); behavior disorders; functional assessment; reinforcement

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

APA (6^th Edition):

Churchill, R. (2001). Identification of environmental determinants of behavior disorders through functional analysis of precursor behaviors. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2814/

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

Chicago Manual of Style (16^th Edition):

Churchill, Robert. “Identification of environmental determinants of behavior disorders through functional analysis of precursor behaviors.” 2001. Thesis, University of North Texas. Accessed January 21, 2021. https://digital.library.unt.edu/ark:/67531/metadc2814/.

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

MLA Handbook (7^th Edition):

Churchill, Robert. “Identification of environmental determinants of behavior disorders through functional analysis of precursor behaviors.” 2001. Web. 21 Jan 2021.

Vancouver:

Churchill R. Identification of environmental determinants of behavior disorders through functional analysis of precursor behaviors. [Internet] [Thesis]. University of North Texas; 2001. [cited 2021 Jan 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2814/.

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

Council of Science Editors:

Churchill R. Identification of environmental determinants of behavior disorders through functional analysis of precursor behaviors. [Thesis]. University of North Texas; 2001. Available from: https://digital.library.unt.edu/ark:/67531/metadc2814/

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

University of North Texas

30. McAllister, Amanda Jo. Clarifying Variables associated with Problem Behaviors Using Structured Descriptive Assessment.

Degree: 2005, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc4853/

► This study evaluated the utility of a structured descriptive assessment (SDA) as an alternative method of functional assessment. Initially, an analogue functional analysis, conducted to… (more)

Subjects/Keywords: People with disabilities – Functional assessment.; Developmental disabilities – Treatment.; Behavioral assessment.; behavior; assessment; functional; treatment; variables

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

APA (6^th Edition):

McAllister, A. J. (2005). Clarifying Variables associated with Problem Behaviors Using Structured Descriptive Assessment. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4853/

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

Chicago Manual of Style (16^th Edition):

McAllister, Amanda Jo. “Clarifying Variables associated with Problem Behaviors Using Structured Descriptive Assessment.” 2005. Thesis, University of North Texas. Accessed January 21, 2021. https://digital.library.unt.edu/ark:/67531/metadc4853/.

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

MLA Handbook (7^th Edition):

McAllister, Amanda Jo. “Clarifying Variables associated with Problem Behaviors Using Structured Descriptive Assessment.” 2005. Web. 21 Jan 2021.

Vancouver:

McAllister AJ. Clarifying Variables associated with Problem Behaviors Using Structured Descriptive Assessment. [Internet] [Thesis]. University of North Texas; 2005. [cited 2021 Jan 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4853/.

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

Council of Science Editors:

McAllister AJ. Clarifying Variables associated with Problem Behaviors Using Structured Descriptive Assessment. [Thesis]. University of North Texas; 2005. Available from: https://digital.library.unt.edu/ark:/67531/metadc4853/

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

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Open Access Theses and Dissertations