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You searched for subject:(functional behavioral assessment). Showing records 1 – 30 of 51 total matches.

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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

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)

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

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

APA (6th 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 (16th 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 (7th 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

  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 (6th 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 (16th 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 (7th 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

  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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

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)

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

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APA (6th 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 (16th 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 (7th 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

 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)

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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

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

APA (6th 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 (16th 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 (7th 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

  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

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

  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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

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)

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 (6th 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 (16th 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 (7th 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

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

APA (6th 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 (16th 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 (7th 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

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

APA (6th 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 (16th 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 (7th 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

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

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APA (6th 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 (16th 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 (7th 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

 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

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

APA (6th 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 (16th 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 (7th 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

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

APA (6th 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 (16th 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 (7th 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

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

APA (6th 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 (16th 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 (7th 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

 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)

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

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APA (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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 (6th 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 (16th 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 (7th 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

 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th 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 (16th 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 (7th 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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