subject:(intervention analysis)

University of Minnesota

1. Nelson, Gena. The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis.

Degree: PhD, Educational Psychology, 2017, University of Minnesota

URL: http://hdl.handle.net/11299/201136

► The purpose of this meta-analysis was to examine the effectiveness of early numeracy interventions for young students, including students with disabilities or those at-risk for… (more)

Subjects/Keywords: intervention; kindergarten; math; meta-analysis; numeracy; preschool

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APA (6^th Edition):

Nelson, G. (2017). The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/201136

Chicago Manual of Style (16^th Edition):

Nelson, Gena. “The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis.” 2017. Doctoral Dissertation, University of Minnesota. Accessed March 06, 2021. http://hdl.handle.net/11299/201136.

MLA Handbook (7^th Edition):

Nelson, Gena. “The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis.” 2017. Web. 06 Mar 2021.

Vancouver:

Nelson G. The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/11299/201136.

Council of Science Editors:

Nelson G. The Effects of Early Numeracy Interventions for Students in Preschool and Early Elementary: A Meta-Analysis. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/201136

University of Minnesota

2. Peterson, Meredith. An Investigation Into the Validity of Using a CSA to Inform Hypotheses Regarding Student Behavior.

Degree: PhD, Educational Psychology, 2015, University of Minnesota

URL: http://hdl.handle.net/11299/174885

► Identifying the functions of challenging behavior can lead to interventions that can be effective in decreasing challenging behavior in students, thus leading to improved academic… (more)

Subjects/Keywords: assessment; behavior; education; functional analysis; intervention; school

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APA (6^th Edition):

Peterson, M. (2015). An Investigation Into the Validity of Using a CSA to Inform Hypotheses Regarding Student Behavior. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/174885

Chicago Manual of Style (16^th Edition):

Peterson, Meredith. “An Investigation Into the Validity of Using a CSA to Inform Hypotheses Regarding Student Behavior.” 2015. Doctoral Dissertation, University of Minnesota. Accessed March 06, 2021. http://hdl.handle.net/11299/174885.

MLA Handbook (7^th Edition):

Peterson, Meredith. “An Investigation Into the Validity of Using a CSA to Inform Hypotheses Regarding Student Behavior.” 2015. Web. 06 Mar 2021.

Vancouver:

Peterson M. An Investigation Into the Validity of Using a CSA to Inform Hypotheses Regarding Student Behavior. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/11299/174885.

Council of Science Editors:

Peterson M. An Investigation Into the Validity of Using a CSA to Inform Hypotheses Regarding Student Behavior. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/174885

University of Minnesota

3. Diggs, Calvary. Sources of Variance In Reading Comprehension Research: the Role of Measures and Interventions.

Degree: PhD, Educational Psychology, 2020, University of Minnesota

URL: http://hdl.handle.net/11299/216159

► The purpose of this study was to examine if differences in reading comprehension measures’ response formats were associated with differential outcomes for reading comprehension interventions.… (more)

Subjects/Keywords: intervention; measure; meta-analysis; reading comprehension

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APA (6^th Edition):

Diggs, C. (2020). Sources of Variance In Reading Comprehension Research: the Role of Measures and Interventions. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/216159

Chicago Manual of Style (16^th Edition):

Diggs, Calvary. “Sources of Variance In Reading Comprehension Research: the Role of Measures and Interventions.” 2020. Doctoral Dissertation, University of Minnesota. Accessed March 06, 2021. http://hdl.handle.net/11299/216159.

MLA Handbook (7^th Edition):

Diggs, Calvary. “Sources of Variance In Reading Comprehension Research: the Role of Measures and Interventions.” 2020. Web. 06 Mar 2021.

Vancouver:

Diggs C. Sources of Variance In Reading Comprehension Research: the Role of Measures and Interventions. [Internet] [Doctoral dissertation]. University of Minnesota; 2020. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/11299/216159.

Council of Science Editors:

Diggs C. Sources of Variance In Reading Comprehension Research: the Role of Measures and Interventions. [Doctoral Dissertation]. University of Minnesota; 2020. Available from: http://hdl.handle.net/11299/216159

University of Southern Mississippi

4. LaBrot, Zachary C. A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom.

Degree: MA, Psychology, 2015, University of Southern Mississippi

URL: https://aquila.usm.edu/masters_theses/140

► The purpose of this study was to determine the relative efficacy of non-contingent reinforcement (NCR) and differential reinforcement of other behavior (DRO) after behavioral… (more)

Subjects/Keywords: functional analysis; early childhood; behavioral intervention; Applied Behavior Analysis; School Psychology

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APA (6^th Edition):

LaBrot, Z. C. (2015). A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/140

Chicago Manual of Style (16^th Edition):

LaBrot, Zachary C. “A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom.” 2015. Masters Thesis, University of Southern Mississippi. Accessed March 06, 2021. https://aquila.usm.edu/masters_theses/140.

MLA Handbook (7^th Edition):

LaBrot, Zachary C. “A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom.” 2015. Web. 06 Mar 2021.

Vancouver:

LaBrot ZC. A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom. [Internet] [Masters thesis]. University of Southern Mississippi; 2015. [cited 2021 Mar 06]. Available from: https://aquila.usm.edu/masters_theses/140.

Council of Science Editors:

LaBrot ZC. A Comparison of Two Function-Based Interventions: NCR vs. DRO in a Preschool Classroom. [Masters Thesis]. University of Southern Mississippi; 2015. Available from: https://aquila.usm.edu/masters_theses/140

York University

5. Roumenova Ianakieva, Iana. A Task Analysis of Therapeutic Engagement in a Professionally Facilitated Online Intervention for Young Couples Affected By Breast Cancer.

Degree: MA -MA, Psychology (Functional Area: Clinical Psychology), 2015, York University

URL: http://hdl.handle.net/10315/30677

► Engagement in online intervention, defined as the extent to which participants are involved in and attentive to the contents of the intervention, has been shown… (more)

Subjects/Keywords: Clinical psychology; breast cancer; online couple intervention; online intervention engagement; task analysis; facilitated intervention; dyadic coping; therapeutic alliance

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APA (6^th Edition):

Roumenova Ianakieva, I. (2015). A Task Analysis of Therapeutic Engagement in a Professionally Facilitated Online Intervention for Young Couples Affected By Breast Cancer. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/30677

Chicago Manual of Style (16^th Edition):

Roumenova Ianakieva, Iana. “A Task Analysis of Therapeutic Engagement in a Professionally Facilitated Online Intervention for Young Couples Affected By Breast Cancer.” 2015. Masters Thesis, York University. Accessed March 06, 2021. http://hdl.handle.net/10315/30677.

MLA Handbook (7^th Edition):

Roumenova Ianakieva, Iana. “A Task Analysis of Therapeutic Engagement in a Professionally Facilitated Online Intervention for Young Couples Affected By Breast Cancer.” 2015. Web. 06 Mar 2021.

Vancouver:

Roumenova Ianakieva I. A Task Analysis of Therapeutic Engagement in a Professionally Facilitated Online Intervention for Young Couples Affected By Breast Cancer. [Internet] [Masters thesis]. York University; 2015. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10315/30677.

Council of Science Editors:

Roumenova Ianakieva I. A Task Analysis of Therapeutic Engagement in a Professionally Facilitated Online Intervention for Young Couples Affected By Breast Cancer. [Masters Thesis]. York University; 2015. Available from: http://hdl.handle.net/10315/30677

University of Windsor

6. Turan, Michelle. Family Perspectives on the Ontario Autism Intervention Program.

Degree: PhD, Education, 2014, University of Windsor

URL: http://scholar.uwindsor.ca/etd/5190

► The Autism Intervention Program (AIP) in Ontario has been in place providing intensive behavioural intervention (IBI) to children with autism spectrum disorder since 1999… (more)

▼ The Autism Intervention Program (AIP) in Ontario has been in place providing intensive behavioural intervention (IBI) to children with autism spectrum disorder since 1999 (Perry et al., 2008). This IBI program involves teaching children using applied behaviour analytic (ABA) principles for 25-40 hours per week, in the family home or in an IBI centre. The use of ABA-based methods for teaching skills and decreasing problem behaviour to children with autism has the most evidence to date, and therefore remains in high demand by families within the province. The purpose of the current study was to examine parent perspectives about the Ontario Intensive Behavioural Intervention program for children with autism. A mixed methods design was used to investigate a sample (N=110) of parents who completed the Family Perspectives on IBI Questionnaire (FPIQ) and the Measure of Processes of Care (MPOC) rating scale. In addition, a small focus group (N = 3) was conducted with three parents who had completed the questionnaires. The study investigated parents' overall satisfaction of IBI, and variables that predicted satisfaction. The results of the study indicate that parents were satisfied with their child's outcomes, and they wanted IBI to extend longer, even across the lifespan in some instances. Families felt that the IBI program needed to be evaluated separately with respect to the funding body, and the clinical team. Parents were dissatisfied with the manner in which funding was delivered for the program, how assessment decisions about their children's IBI services were made, and the financial impact that IBI had for many of them. In terms of the clinical team, although some families were dissatisfied with the number and quality of therapists, or the number of meetings with their Supervising Therapist (ST), they were very satisfied with the close relationships they formed with their team, and the individualized clinical goals provided by some teams. An examination of the direct funded option (DFO) vs. the direct service option (DSO) found that the DFO families felt they had more control over their services, but they expressed more dissatisfaction overall. Advisors/Committee Members: Starr, Elizabeth.

Subjects/Keywords: applied behavior analysis; ASD; autism; autism intervention program; IBI; intensive behaviour intervention

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

APA (6^th Edition):

Turan, M. (2014). Family Perspectives on the Ontario Autism Intervention Program. (Doctoral Dissertation). University of Windsor. Retrieved from http://scholar.uwindsor.ca/etd/5190

Chicago Manual of Style (16^th Edition):

Turan, Michelle. “Family Perspectives on the Ontario Autism Intervention Program.” 2014. Doctoral Dissertation, University of Windsor. Accessed March 06, 2021. http://scholar.uwindsor.ca/etd/5190.

MLA Handbook (7^th Edition):

Turan, Michelle. “Family Perspectives on the Ontario Autism Intervention Program.” 2014. Web. 06 Mar 2021.

Vancouver:

Turan M. Family Perspectives on the Ontario Autism Intervention Program. [Internet] [Doctoral dissertation]. University of Windsor; 2014. [cited 2021 Mar 06]. Available from: http://scholar.uwindsor.ca/etd/5190.

Council of Science Editors:

Turan M. Family Perspectives on the Ontario Autism Intervention Program. [Doctoral Dissertation]. University of Windsor; 2014. Available from: http://scholar.uwindsor.ca/etd/5190

7. Wymer, Lacia Kay. Examining teachers' instructional language and students' independence during response to intervention.

Degree: 2016, Texas Woman's University

URL: http://hdl.handle.net/11274/8779

► Response to Intervention (RtI) emphasizes early intervention for students who have difficulty learning to read (Allington, 2011; James, 2004). The purpose of this study is… (more)

Subjects/Keywords: Intervention instruction; Microethnographic Discourse Analysis; Reading; Response to Intervention; Students' independence; Teachers' instructional language

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

APA (6^th Edition):

Wymer, L. K. (2016). Examining teachers' instructional language and students' independence during response to intervention. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/8779

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):

Wymer, Lacia Kay. “Examining teachers' instructional language and students' independence during response to intervention.” 2016. Thesis, Texas Woman's University. Accessed March 06, 2021. http://hdl.handle.net/11274/8779.

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

MLA Handbook (7^th Edition):

Wymer, Lacia Kay. “Examining teachers' instructional language and students' independence during response to intervention.” 2016. Web. 06 Mar 2021.

Vancouver:

Wymer LK. Examining teachers' instructional language and students' independence during response to intervention. [Internet] [Thesis]. Texas Woman's University; 2016. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/11274/8779.

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

Council of Science Editors:

Wymer LK. Examining teachers' instructional language and students' independence during response to intervention. [Thesis]. Texas Woman's University; 2016. Available from: http://hdl.handle.net/11274/8779

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

University of Windsor

8. Turan, Michelle. Family Perspectives on the Ontario Autism Intervention Program.

Degree: PhD, Education, 2014, University of Windsor

URL: https://scholar.uwindsor.ca/etd/5190

► The Autism Intervention Program (AIP) in Ontario has been in place providing intensive behavioural intervention (IBI) to children with autism spectrum disorder since 1999… (more)

▼ The Autism Intervention Program (AIP) in Ontario has been in place providing intensive behavioural intervention (IBI) to children with autism spectrum disorder since 1999 (Perry et al., 2008). This IBI program involves teaching children using applied behaviour analytic (ABA) principles for 25-40 hours per week, in the family home or in an IBI centre. The use of ABA-based methods for teaching skills and decreasing problem behaviour to children with autism has the most evidence to date, and therefore remains in high demand by families within the province. The purpose of the current study was to examine parent perspectives about the Ontario Intensive Behavioural Intervention program for children with autism. A mixed methods design was used to investigate a sample (N=110) of parents who completed the Family Perspectives on IBI Questionnaire (FPIQ) and the Measure of Processes of Care (MPOC) rating scale. In addition, a small focus group (N = 3) was conducted with three parents who had completed the questionnaires. The study investigated parents' overall satisfaction of IBI, and variables that predicted satisfaction. The results of the study indicate that parents were satisfied with their child's outcomes, and they wanted IBI to extend longer, even across the lifespan in some instances. Families felt that the IBI program needed to be evaluated separately with respect to the funding body, and the clinical team. Parents were dissatisfied with the manner in which funding was delivered for the program, how assessment decisions about their children's IBI services were made, and the financial impact that IBI had for many of them. In terms of the clinical team, although some families were dissatisfied with the number and quality of therapists, or the number of meetings with their Supervising Therapist (ST), they were very satisfied with the close relationships they formed with their team, and the individualized clinical goals provided by some teams. An examination of the direct funded option (DFO) vs. the direct service option (DSO) found that the DFO families felt they had more control over their services, but they expressed more dissatisfaction overall. Advisors/Committee Members: Starr, Elizabeth.

Subjects/Keywords: applied behavior analysis; ASD; autism; autism intervention program; IBI; intensive behaviour intervention

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❌

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

APA (6^th Edition):

Turan, M. (2014). Family Perspectives on the Ontario Autism Intervention Program. (Doctoral Dissertation). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/5190

Chicago Manual of Style (16^th Edition):

Turan, Michelle. “Family Perspectives on the Ontario Autism Intervention Program.” 2014. Doctoral Dissertation, University of Windsor. Accessed March 06, 2021. https://scholar.uwindsor.ca/etd/5190.

MLA Handbook (7^th Edition):

Turan, Michelle. “Family Perspectives on the Ontario Autism Intervention Program.” 2014. Web. 06 Mar 2021.

Vancouver:

Turan M. Family Perspectives on the Ontario Autism Intervention Program. [Internet] [Doctoral dissertation]. University of Windsor; 2014. [cited 2021 Mar 06]. Available from: https://scholar.uwindsor.ca/etd/5190.

Council of Science Editors:

Turan M. Family Perspectives on the Ontario Autism Intervention Program. [Doctoral Dissertation]. University of Windsor; 2014. Available from: https://scholar.uwindsor.ca/etd/5190

University of South Florida

9. Narozanick, Taylor. Evaluation of the Class Pass Intervention (CPI): An Application to Improve Classroom Behavior in Children with Disabilities.

Degree: 2017, University of South Florida

URL: https://scholarcommons.usf.edu/etd/6913

► The Class Pass Intervention (CPI) is designed to be implemented within school-wide PBIS to decrease disruptive behavior and teach an appropriate replacement behavior for students… (more)

Subjects/Keywords: Class Pass Intervention; disruptive behavior; Tier II intervention; behavior analysis; Social and Behavioral Sciences

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

APA (6^th Edition):

Narozanick, T. (2017). Evaluation of the Class Pass Intervention (CPI): An Application to Improve Classroom Behavior in Children with Disabilities. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6913

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):

Narozanick, Taylor. “Evaluation of the Class Pass Intervention (CPI): An Application to Improve Classroom Behavior in Children with Disabilities.” 2017. Thesis, University of South Florida. Accessed March 06, 2021. https://scholarcommons.usf.edu/etd/6913.

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

MLA Handbook (7^th Edition):

Narozanick, Taylor. “Evaluation of the Class Pass Intervention (CPI): An Application to Improve Classroom Behavior in Children with Disabilities.” 2017. Web. 06 Mar 2021.

Vancouver:

Narozanick T. Evaluation of the Class Pass Intervention (CPI): An Application to Improve Classroom Behavior in Children with Disabilities. [Internet] [Thesis]. University of South Florida; 2017. [cited 2021 Mar 06]. Available from: https://scholarcommons.usf.edu/etd/6913.

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

Council of Science Editors:

Narozanick T. Evaluation of the Class Pass Intervention (CPI): An Application to Improve Classroom Behavior in Children with Disabilities. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/6913

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

Florida International University

10. Diaz, Alejandro Rene. An Efficiency Evaluation of Procedures to Evoke Vocalizations in Children with Autism.

Degree: PhD, Psychology, 2018, Florida International University

URL: https://digitalcommons.fiu.edu/etd/3771 ; 10.25148/etd.FIDC006864 ; FIDC006864

► Development of vocalizations in early learners with autism is critical to the acquisition of verbal behavior and other important life skills. The purpose of… (more)

Subjects/Keywords: Stimulus-Stimulus Pairing; Echoic Training; Early Intervention; Vocal Training; Verbal behavior; NAP analysis; behavioral intervention; autism; Applied Behavior Analysis; Developmental Psychology

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APA (6^th Edition):

Diaz, A. R. (2018). An Efficiency Evaluation of Procedures to Evoke Vocalizations in Children with Autism. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3771 ; 10.25148/etd.FIDC006864 ; FIDC006864

Chicago Manual of Style (16^th Edition):

Diaz, Alejandro Rene. “An Efficiency Evaluation of Procedures to Evoke Vocalizations in Children with Autism.” 2018. Doctoral Dissertation, Florida International University. Accessed March 06, 2021. https://digitalcommons.fiu.edu/etd/3771 ; 10.25148/etd.FIDC006864 ; FIDC006864.

MLA Handbook (7^th Edition):

Diaz, Alejandro Rene. “An Efficiency Evaluation of Procedures to Evoke Vocalizations in Children with Autism.” 2018. Web. 06 Mar 2021.

Vancouver:

Diaz AR. An Efficiency Evaluation of Procedures to Evoke Vocalizations in Children with Autism. [Internet] [Doctoral dissertation]. Florida International University; 2018. [cited 2021 Mar 06]. Available from: https://digitalcommons.fiu.edu/etd/3771 ; 10.25148/etd.FIDC006864 ; FIDC006864.

Council of Science Editors:

Diaz AR. An Efficiency Evaluation of Procedures to Evoke Vocalizations in Children with Autism. [Doctoral Dissertation]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3771 ; 10.25148/etd.FIDC006864 ; FIDC006864

Universiteit Utrecht

11. Vermeulen-Smit, Evelien. The role of parents in preventing adolescent alcohol and cannabis use.

Degree: 2014, Universiteit Utrecht

URL: http://dspace.library.uu.nl:8080/handle/1874/313108

► This thesis aimed to investigate the role of parents in preventing adolescent alcohol and cannabis use. First, we investigated the association of specific parental drinking… (more)

▼ This thesis aimed to investigate the role of parents in preventing adolescent alcohol and cannabis use. First, we investigated the association of specific parental drinking patterns with 12-15 year olds' drinking. Only two out of six parental drinking patterns, i.e. having a heavy drinking father or having two heavy episodic drinking parents, predicted early and heavier adolescent drinking. In addition, adolescents were found to be less likely to drink alcohol when parents set strict rules regarding alcohol use, when they have constructive conversations with their parents about alcohol and when parents are aware of the harmfulness of adolescent drinking. These associations were similar across gender and educational tracks, yet stronger for older, compared to younger adolescents. Moreover, between 2007 and 2011, Dutch parents increasingly adopted strict alcohol-specific practices, with the exception of parents of 16-year old adolescents, while adolescent reports of lifetime and last month alcohol use decreased, except for 16-year olds. Third, in order to quantify the effectiveness of family interventions in preventing and reducing adolescent drinking, we conducted a meta-analysis of randomized controlled trials. Results suggest that the overall effect of family interventions on adolescent drinking is small, yet consistent and effective even at 48 months. Fourth, in a pilot study we examined the effect of an in-home family intervention (In control: No alcohol!, RCT), consisting of five magazines focusing on applying evidence based alcohol-specific parenting practices (N = 213, age = 11-12 years). Results on frequency of alcohol-specific communication, non-drinking agreements, parental monitoring and adolescent alcohol cognitions are promising, yet an additional RCT could not replicate its findings. Fifth, we found that in addition to general parenting practices, restrictive cannabis-specific rules are related to lower adolescent cannabis and hard drug rates. In addition, children of parents who ever used cannabis had a higher prevalence of cannabis use. However, restrictive cannabis-specific rules were equally related to a lower chance of adolescent cannabis use, independent of parental cannabis use. Sixth, a systematic review and meta-analysis of RCTs revealed that family interventions targeting parent-child dyads are likely to be effective in preventing and reducing adolescent cannabis use in general populations, but no evidence for effective prevention of hard drug use was found. We underline the need to strengthen the evidence-base with more trials, especially among at-risk populations. These findings have a number of implications: 1) parents and professionals must be aware that parental heavy drinking affects their offspring, resulting in earlier and heavier drinking, 2) future policy and prevention efforts should pay more attention to the quantity of alcohol consumed by adolescents and to alcohol prevention among adolescents aged 16 years and over, and 3) it may be… Advisors/Committee Members: Vollebergh, W.A.M., Engels, R.C.M.E., Verdurmen, J.E.E..

Subjects/Keywords: Adolescent; alcohol; family; intervention; parents; prevention; cannabis; RCT; meta-analysis; review

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

APA (6^th Edition):

Vermeulen-Smit, E. (2014). The role of parents in preventing adolescent alcohol and cannabis use. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/313108

Chicago Manual of Style (16^th Edition):

Vermeulen-Smit, Evelien. “The role of parents in preventing adolescent alcohol and cannabis use.” 2014. Doctoral Dissertation, Universiteit Utrecht. Accessed March 06, 2021. http://dspace.library.uu.nl:8080/handle/1874/313108.

MLA Handbook (7^th Edition):

Vermeulen-Smit, Evelien. “The role of parents in preventing adolescent alcohol and cannabis use.” 2014. Web. 06 Mar 2021.

Vancouver:

Vermeulen-Smit E. The role of parents in preventing adolescent alcohol and cannabis use. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2014. [cited 2021 Mar 06]. Available from: http://dspace.library.uu.nl:8080/handle/1874/313108.

Council of Science Editors:

Vermeulen-Smit E. The role of parents in preventing adolescent alcohol and cannabis use. [Doctoral Dissertation]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/313108

12. Jordana Silva de Mello Gouveia. Análise funcional do comportamento de agressão física em uma criança com o diagnóstico de autismo.

Degree: 2010, Universidade Católica de Goiás

URL: http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=836

►

O presente estudo teve como objetivo investigar o comportamento-problema de uma criança com o diagnóstico de autismo em uma unidade de tratamento especializada utilizando os… (more)

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O presente estudo teve como objetivo investigar o comportamento-problema de uma criança com o diagnóstico de autismo em uma unidade de tratamento especializada utilizando os princípios da análise do comportamento. O participante foi uma criança do sexo masculino com 10 anos de idade. Todas as sessões foram registradas em vídeo e a classe comportamental de agressões físicas à mãe foi selecionada para sofrer intervenção. Para a análise funcional das condições que provavelmente controlavam ou mantinham o comportamento de agressão física à mãe, foi utilizado o delineamento de múltiplas condições com três condições principais e seis subcondições: 1) condição de atenção, manipulada em quatro subcondições - (1.1) atenção, ordem; (1.2) atenção, contato físico; (1.3) atenção, reprimenda; (1.4) atenção, jogo; 2) condição de demanda; 3) condição de sozinhos, manipulada em duas subcondições - (3.1) sozinhos; (3.2) sozinhos com os reforçadores. Os resultados demonstraram que em todas as condições de atenção as ocorrências das agressões físicas foram elevadas, o mesmo ocorrendo na condição de demanda. Já nas duas subcondições de sozinhos, a frequência dos comportamentos de agressão física à mãe foi igual a zero. Uma vez que os dados apontaram para o controle da atenção social como controladora do comportamento-problema do participante, optou-se por um programa de tratamento fazendo uso do delineamento de reversão do tipo A-B-A seguido de follow-up. O delineamento foi iniciado com a coleta de dados de Linha de Base I (A), seguida da fase de Intervenção (B) e de outra fase de Linha de Base II (A). Nas sessões de intervenção, foi usado um programa de tratamento empregando reforçamento diferencial de respostas alternativas (DRA), sendo disponibilizado reforço social para os comportamentos desejados e retirada da atenção social para o comportamento de agressão física à mãe, em um procedimento de extinção (EXT). Os resultados demonstraram que a retirada da atenção social contingente ao comportamento de agressão física diminuiu suas ocorrências e a apresentação de reforço social para os comportamentos desejados aumentou suas frequências. Esses resultados mostraram que o programa de tratamento e não outras variáveis foi responsável pelas mudanças no comportamento-problema do participante.

The present study aimed at investigating the problem behavior of an autistic child in a specialized service using the principles of behavior analysis. The participant was a 10- year-old male child. All the sessions were video-recorded and the behavior class of physical aggression to the mother was selected for intervention. For the functional analysis of the conditions that probably controlled or maintained the behavior of physical aggression to the mother, we used the design of multiple conditions with three main conditions and six sub-conditions: 1) condition of attention, manipulated in four subconditions - (1.1) attention, order; (1.2) attention, physical contact; (1.3) attention, reprimand; (1.4) attention, game; 2) condition alone, manipulated…

Advisors/Committee Members: LORISMÁRIO ERNESTO SIMONASSI, Ilma Aparecida Goulart de Souza Britto, LAURO EUGÊNIO NALINI.

Subjects/Keywords: Análise funcional; intervenção comportamental; autismo; PSICOLOGIA; Functional analysis; behavior intervention; autism

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

APA (6^th Edition):

Gouveia, J. S. d. M. (2010). Análise funcional do comportamento de agressão física em uma criança com o diagnóstico de autismo. (Thesis). Universidade Católica de Goiás. Retrieved from http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=836

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):

Gouveia, Jordana Silva de Mello. “Análise funcional do comportamento de agressão física em uma criança com o diagnóstico de autismo.” 2010. Thesis, Universidade Católica de Goiás. Accessed March 06, 2021. http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=836.

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

MLA Handbook (7^th Edition):

Gouveia, Jordana Silva de Mello. “Análise funcional do comportamento de agressão física em uma criança com o diagnóstico de autismo.” 2010. Web. 06 Mar 2021.

Vancouver:

Gouveia JSdM. Análise funcional do comportamento de agressão física em uma criança com o diagnóstico de autismo. [Internet] [Thesis]. Universidade Católica de Goiás; 2010. [cited 2021 Mar 06]. Available from: http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=836.

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

Council of Science Editors:

Gouveia JSdM. Análise funcional do comportamento de agressão física em uma criança com o diagnóstico de autismo. [Thesis]. Universidade Católica de Goiás; 2010. Available from: http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=836

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

Pontifícia Universidade Católica de São Paulo

13. Fernanda De Franceschi. Cartografias do encontro da escola com o autismo: análise institucional de uma intervenção.

Degree: 2012, Pontifícia Universidade Católica de São Paulo

URL: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=15335

►

This research focuses on the issue of autism and the insertion of the autistic child in school. The nature of this research is qualitative and… (more)

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This research focuses on the issue of autism and the insertion of the autistic child in school. The nature of this research is qualitative and practical, situated in the field of clinical psychology, which deals with the institutional analysis of an experience of intervention conducted from 2009 to 1020 in a special school for autistic students of a municipal school system in the state of São Paulo, Brazil. The objective of this intervention, which was performed by a group of three independent professionals (of which I was part), was to create devices for the collective analysis of the schools mode of operation and institutional dynamics, with a view to engendering an attitude of self-management by its group of professionals, in the light of contributions of Institutional Analysis. Given this experience, the research aims, firstly, to understand some historically constructed meanings of autism and the effects of the diagnosis on school relations. Secondly, it seeks to understand the schools reality in coping with the challenges of autism and the current public policies, from the perspective of inclusive education. Lastly, it seeks to understand the forces of power-knowledge involved in the special school for autistic children, based on the results of the intervention and on field diaries. Another aim is to investigate the resistance and difficulties of the schools professionals vis-à-vis the intervention. Thus, this research intends to contribute to studies about the education of children and young people suffering from severe psychological distress, seeking to open a space for reflections that enable an institutional intervention that can improve not only the quality of pedagogical relationships but also the forms of group cooperation

Esta pesquisa versa sobre a questão do autismo e a inserção do autista na escola. É uma pesquisa de natureza qualitativa e prática, situada no campo da psicologia clínica, que trata da análise institucional de uma experiência de intervenção em uma escola especial para alunos autistas da rede pública de um município do estado de São Paulo entre os anos de 2009 e 2010. Essa intervenção foi realizada por um coletivo composto por três profissionais autônomos (do qual eu fiz parte) com o intuito de criar dispositivos de análise coletiva do modo de funcionamento e da dinâmica institucional, em direção a uma atitude de autogestão do grupo de profissionais da escola, à luz de contribuições da Análise Institucional. Tendo em vista essa experiência, a pesquisa procura, em primeiro lugar, entender alguns significados do autismo construídos historicamente e os efeitos do diagnóstico nas relações escolares. Em segundo lugar, procura compreender a realidade escolar diante dos desafios colocados pelo autismo e as políticas públicas atuais, na perspectiva da educação inclusiva. Por fim, procura compreender as forças de saberpoder em jogo na escola especial para autistas, a partir da intervenção realizada e dos diários de campo. Objetiva-se, ainda, investigar as resistências e dificuldades dos…

Advisors/Committee Members: Denise B. de Sant anna.

Subjects/Keywords: Autismo; Educação; Intervenção: Análise institucional; Autism; Education; Intervention; Institucional analysis; PSICOLOGIA

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

APA (6^th Edition):

Franceschi, F. D. (2012). Cartografias do encontro da escola com o autismo: análise institucional de uma intervenção. (Thesis). Pontifícia Universidade Católica de São Paulo. Retrieved from http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=15335

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):

Franceschi, Fernanda De. “Cartografias do encontro da escola com o autismo: análise institucional de uma intervenção.” 2012. Thesis, Pontifícia Universidade Católica de São Paulo. Accessed March 06, 2021. http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=15335.

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

MLA Handbook (7^th Edition):

Franceschi, Fernanda De. “Cartografias do encontro da escola com o autismo: análise institucional de uma intervenção.” 2012. Web. 06 Mar 2021.

Vancouver:

Franceschi FD. Cartografias do encontro da escola com o autismo: análise institucional de uma intervenção. [Internet] [Thesis]. Pontifícia Universidade Católica de São Paulo; 2012. [cited 2021 Mar 06]. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=15335.

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

Council of Science Editors:

Franceschi FD. Cartografias do encontro da escola com o autismo: análise institucional de uma intervenção. [Thesis]. Pontifícia Universidade Católica de São Paulo; 2012. Available from: http://www.sapientia.pucsp.br//tde_busca/arquivo.php?codArquivo=15335

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

Texas A&M University

14. Mason, Rose. Meta-analysis of Video Based Modeling Interventions for Individuals with Disabilities: Procedure, Participant, and Skill Specificity.

Degree: PhD, Educational Psychology, 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10838

► The purpose of the present research was to address gaps in the video based modeling (VBM) literature through the use of meta-analytic techniques to provide… (more)

▼ The purpose of the present research was to address gaps in the video based modeling (VBM) literature through the use of meta-analytic techniques to provide clarity and specificity regarding the practical utility of VBM for participants with disabilities. Two meta-analyses of published single-case VBM research were conducted. Improvement rate difference, an effect size measure, was utilized to analyze the fifty-six single-case studies. The purpose of study one was to determine if differential effects occurred based on the type of model utilized and variations in procedural implementation. In addition, the quality of research was evaluated. The purpose of study two was to determine if participant characteristics, intervention components by participant characteristics, and targeted outcome moderated the effectiveness of video modeling with other as model (VMO). Results of Study One indicated moderate to strong effects for both VMO and video self-modeling, however, when further disaggregated based on type of model utilized, VMO with adult as model demonstrated statistically significant superiority in terms of outcome effects. Results also indicated VBM with reinforcement demonstrated greater effects than when delivered alone or as part of a package. Additionally, the evaluation of quality of research indicated a tendency of the previously published VBM research not to evaluate treatment integrity. Study Two found that age and diagnosis moderate the effectiveness of VMO, although strong effects were found across levels for both moderators. VMO was found to be more effective for elementary age participants and participants with autism spectrum disorders. Additionally, VMO with reinforcement demonstrated statistically significant stronger effects for participants with ASD than when it is delivered alone or as part of a package. However, VMO delivered as part of a package was more potent for participants with developmental disabilities. Considering targeted outcomes, the results indicated strong effects across skill areas, however, VMO was found to be most impactful when utilized to improve play skills versus other measured skills. Implications related to the practical application of VBM for individuals with disabilities particularly in regards to treatment decision making were discussed. Additionally, implications for future research were addressed. Advisors/Committee Members: Ganz, Jennifer B. (advisor), Burke, Mack D. (advisor), Parker, Richard P. (committee member), Rispoli, Mandy J. (committee member), McKenzie, Kathryn (committee member).

Subjects/Keywords: video modeling; special education; disability; meta-analysis; intervention

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

APA (6^th Edition):

Mason, R. (2012). Meta-analysis of Video Based Modeling Interventions for Individuals with Disabilities: Procedure, Participant, and Skill Specificity. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10838

Chicago Manual of Style (16^th Edition):

Mason, Rose. “Meta-analysis of Video Based Modeling Interventions for Individuals with Disabilities: Procedure, Participant, and Skill Specificity.” 2012. Doctoral Dissertation, Texas A&M University. Accessed March 06, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10838.

MLA Handbook (7^th Edition):

Mason, Rose. “Meta-analysis of Video Based Modeling Interventions for Individuals with Disabilities: Procedure, Participant, and Skill Specificity.” 2012. Web. 06 Mar 2021.

Vancouver:

Mason R. Meta-analysis of Video Based Modeling Interventions for Individuals with Disabilities: Procedure, Participant, and Skill Specificity. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10838.

Council of Science Editors:

Mason R. Meta-analysis of Video Based Modeling Interventions for Individuals with Disabilities: Procedure, Participant, and Skill Specificity. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10838

Penn State University

15. Cone Hernbloom, Lisa Ann. Negotiating Race To The Top: An Intervention Teacher's Story.

Degree: 2013, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/18943

► When President Obama signed The American Recovery and Reinvestment Act in February of 2009, he authorized the use of 4.35 billion to fund Race to… (more)

▼ When President Obama signed The American Recovery and Reinvestment Act in February of 2009, he authorized the use of 4.35 billion to fund Race to the Top, an education initiative encouraging states to compete for grant money to use towards education reform. When Colorado failed to win in Rounds 1 or 2, the state department of education submitted yet another application and finally received a token 17 million for its persistent efforts. The implications for teachers were significant, particularly in the case of "Intervention" teachers such as myself. For this reason I have developed an autoethnography of my three and a half years in this Colorado school where I experienced and made sense of the discourse of these reforms. Capitalizing on the power of narrative tradition to reveal the beliefs underlying particular discourses, my teacher narrative serves as a window into the world of policy as it intersects with the lives of real teachers and students. In this study, I have drawn on positioning theory as a framework for understanding the ways in which Race to the Top reforms position my school, teachers, and students, as well as the ways in which educators and students may attempt to resist, or re-position themselves. In order to make sense of these positioning forces, I kept an electronic, reflective journal of my experiences and gathered documents and artifacts that pertained to Race to the Top. I also obtained permission to gather student reflections during a Career Research Unit. As I accumulated these resources, I conducted narrative analysis of my teacher story, as well as critical policy analysis of Race to the Top reforms and thematic analysis of policymaker and student discourse. I used my teacher autoethnography to weave the multi-layered narrative together and unpack its implications. It is my hope that other educators will hear my story and be encouraged to engage in similar critical inquiry as a platform for agency, and that policymakers will recognize the value of our teacher stories as they develop and enact policy. Advisors/Committee Members: Kathleen Mary Collins, Dissertation Advisor/Co-Advisor, Patrick Willard Shannon, Committee Member, Jacqueline Edmondson, Committee Member, Dorothy H Evensen, Special Member.

Subjects/Keywords: positioning; Race to the Top; intervention; autoethnography; critical policy analysis; agency

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

APA (6^th Edition):

Cone Hernbloom, L. A. (2013). Negotiating Race To The Top: An Intervention Teacher's Story. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/18943

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):

Cone Hernbloom, Lisa Ann. “Negotiating Race To The Top: An Intervention Teacher's Story.” 2013. Thesis, Penn State University. Accessed March 06, 2021. https://submit-etda.libraries.psu.edu/catalog/18943.

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

MLA Handbook (7^th Edition):

Cone Hernbloom, Lisa Ann. “Negotiating Race To The Top: An Intervention Teacher's Story.” 2013. Web. 06 Mar 2021.

Vancouver:

Cone Hernbloom LA. Negotiating Race To The Top: An Intervention Teacher's Story. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Mar 06]. Available from: https://submit-etda.libraries.psu.edu/catalog/18943.

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

Council of Science Editors:

Cone Hernbloom LA. Negotiating Race To The Top: An Intervention Teacher's Story. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/18943

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

Penn State University

16. Shamsi, Durriya Ahmed. TRAINING THERAPISTS IN FUNCTIONAL BEHAVIOR ASSESSMENTS.

Degree: 2013, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/19803

► With the emphasis on FBAs and requirement by most school districts to use this intervention in the academic environment, this study focused on training therapists… (more)

Subjects/Keywords: Functional behavior assessment; problem behaviors; intervention; applied behavior analysis; training educators

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APA (6^th Edition):

Shamsi, D. A. (2013). TRAINING THERAPISTS IN FUNCTIONAL BEHAVIOR ASSESSMENTS. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/19803

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):

Shamsi, Durriya Ahmed. “TRAINING THERAPISTS IN FUNCTIONAL BEHAVIOR ASSESSMENTS.” 2013. Thesis, Penn State University. Accessed March 06, 2021. https://submit-etda.libraries.psu.edu/catalog/19803.

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

MLA Handbook (7^th Edition):

Shamsi, Durriya Ahmed. “TRAINING THERAPISTS IN FUNCTIONAL BEHAVIOR ASSESSMENTS.” 2013. Web. 06 Mar 2021.

Vancouver:

Shamsi DA. TRAINING THERAPISTS IN FUNCTIONAL BEHAVIOR ASSESSMENTS. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Mar 06]. Available from: https://submit-etda.libraries.psu.edu/catalog/19803.

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

Council of Science Editors:

Shamsi DA. TRAINING THERAPISTS IN FUNCTIONAL BEHAVIOR ASSESSMENTS. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/19803

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

Penn State University

17. Lobraico, Emily Joy. Examining Component-Specific Dosage Effects on Substance Use Outcomes in the Strengthening Families Program: For Parents and Youth Ages 10-14.

Degree: 2017, Penn State University

URL: https://submit-etda.libraries.psu.edu/catalog/14752eql5177

► Family-based prevention programs have been widely disseminated and are considered to be effective for an array of adolescent problem behaviors, including substance use initiation. Yet,… (more)

Subjects/Keywords: Family-Based Intervention; Substance Use Prevention; Propensity Scores; Component Analysis

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

APA (6^th Edition):

Lobraico, E. J. (2017). Examining Component-Specific Dosage Effects on Substance Use Outcomes in the Strengthening Families Program: For Parents and Youth Ages 10-14. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/14752eql5177

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):

Lobraico, Emily Joy. “Examining Component-Specific Dosage Effects on Substance Use Outcomes in the Strengthening Families Program: For Parents and Youth Ages 10-14.” 2017. Thesis, Penn State University. Accessed March 06, 2021. https://submit-etda.libraries.psu.edu/catalog/14752eql5177.

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

MLA Handbook (7^th Edition):

Lobraico, Emily Joy. “Examining Component-Specific Dosage Effects on Substance Use Outcomes in the Strengthening Families Program: For Parents and Youth Ages 10-14.” 2017. Web. 06 Mar 2021.

Vancouver:

Lobraico EJ. Examining Component-Specific Dosage Effects on Substance Use Outcomes in the Strengthening Families Program: For Parents and Youth Ages 10-14. [Internet] [Thesis]. Penn State University; 2017. [cited 2021 Mar 06]. Available from: https://submit-etda.libraries.psu.edu/catalog/14752eql5177.

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

Council of Science Editors:

Lobraico EJ. Examining Component-Specific Dosage Effects on Substance Use Outcomes in the Strengthening Families Program: For Parents and Youth Ages 10-14. [Thesis]. Penn State University; 2017. Available from: https://submit-etda.libraries.psu.edu/catalog/14752eql5177

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

University of Waterloo

18. Yang, Lin. Pricing Virtual Goods: Using Intervention Analysis and Products’ Usage Data.

Degree: 2014, University of Waterloo

URL: http://hdl.handle.net/10012/8442

► The rapid growth of online games enables firms to charge players for virtual goods they sell for use within their online game environments. Determining prices… (more)

Subjects/Keywords: pricing; virtual goods; ARIMA; intervention analysis; Elo rating system

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

APA (6^th Edition):

Yang, L. (2014). Pricing Virtual Goods: Using Intervention Analysis and Products’ Usage Data. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/8442

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):

Yang, Lin. “Pricing Virtual Goods: Using Intervention Analysis and Products’ Usage Data.” 2014. Thesis, University of Waterloo. Accessed March 06, 2021. http://hdl.handle.net/10012/8442.

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

MLA Handbook (7^th Edition):

Yang, Lin. “Pricing Virtual Goods: Using Intervention Analysis and Products’ Usage Data.” 2014. Web. 06 Mar 2021.

Vancouver:

Yang L. Pricing Virtual Goods: Using Intervention Analysis and Products’ Usage Data. [Internet] [Thesis]. University of Waterloo; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10012/8442.

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

Council of Science Editors:

Yang L. Pricing Virtual Goods: Using Intervention Analysis and Products’ Usage Data. [Thesis]. University of Waterloo; 2014. Available from: http://hdl.handle.net/10012/8442

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

University of Toronto

19. Cadger, Kirstie. Development Interventions and Agricultural Adaptation in a Changing Environment: A Social Network Analysis of Farmer Knowledge Transfer in Ghana.

Degree: 2014, University of Toronto

URL: http://hdl.handle.net/1807/67858

►

Formal social ties play an important role in agricultural knowledge exchange, particularly in developing-country agriculture with high exposure to development interventions. However, little is known… (more)

Subjects/Keywords: Agriculture; Development intervention; Gender; Ghana; Knowledge transfer; Social network analysis; 0528

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

APA (6^th Edition):

Cadger, K. (2014). Development Interventions and Agricultural Adaptation in a Changing Environment: A Social Network Analysis of Farmer Knowledge Transfer in Ghana. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67858

Chicago Manual of Style (16^th Edition):

Cadger, Kirstie. “Development Interventions and Agricultural Adaptation in a Changing Environment: A Social Network Analysis of Farmer Knowledge Transfer in Ghana.” 2014. Masters Thesis, University of Toronto. Accessed March 06, 2021. http://hdl.handle.net/1807/67858.

MLA Handbook (7^th Edition):

Cadger, Kirstie. “Development Interventions and Agricultural Adaptation in a Changing Environment: A Social Network Analysis of Farmer Knowledge Transfer in Ghana.” 2014. Web. 06 Mar 2021.

Vancouver:

Cadger K. Development Interventions and Agricultural Adaptation in a Changing Environment: A Social Network Analysis of Farmer Knowledge Transfer in Ghana. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/1807/67858.

Council of Science Editors:

Cadger K. Development Interventions and Agricultural Adaptation in a Changing Environment: A Social Network Analysis of Farmer Knowledge Transfer in Ghana. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67858

University of Toronto

20. Cozma, I. Adrian. Determining the Effects of Fructose on Glycemic Control and Insulin Sensitivity in Individuals With and Without Diabetes using Meta-Analytical Tools.

Degree: 2014, University of Toronto

URL: http://hdl.handle.net/1807/68514

►

The objective was to conduct two systematic reviews and meta-analysis of controlled feeding trials to investigate the effect of fructose on measures of glycemic control… (more)

Subjects/Keywords: Fructose; Glycemic Control; Guidelines; Insulin Sensitivity; Intervention Trials; Meta-Analysis; 0570

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

APA (6^th Edition):

Cozma, I. A. (2014). Determining the Effects of Fructose on Glycemic Control and Insulin Sensitivity in Individuals With and Without Diabetes using Meta-Analytical Tools. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/68514

Chicago Manual of Style (16^th Edition):

Cozma, I Adrian. “Determining the Effects of Fructose on Glycemic Control and Insulin Sensitivity in Individuals With and Without Diabetes using Meta-Analytical Tools.” 2014. Masters Thesis, University of Toronto. Accessed March 06, 2021. http://hdl.handle.net/1807/68514.

MLA Handbook (7^th Edition):

Cozma, I Adrian. “Determining the Effects of Fructose on Glycemic Control and Insulin Sensitivity in Individuals With and Without Diabetes using Meta-Analytical Tools.” 2014. Web. 06 Mar 2021.

Vancouver:

Cozma IA. Determining the Effects of Fructose on Glycemic Control and Insulin Sensitivity in Individuals With and Without Diabetes using Meta-Analytical Tools. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/1807/68514.

Council of Science Editors:

Cozma IA. Determining the Effects of Fructose on Glycemic Control and Insulin Sensitivity in Individuals With and Without Diabetes using Meta-Analytical Tools. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68514

University of Guelph

21. Kinsella, Kathleen L. Micro-livestock for Livelihoods: Meeting Practical and Strategic Needs of Women in Sunyani District, Ghana.

Degree: MS, School of Environmental Design and Rural Development, 2012, University of Guelph

URL: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3954

► This thesis investigates how capacity development techniques, including training and group formation, can be leveraged to aid in new livelihood development for women living in… (more)

Subjects/Keywords: Capacity Development; Livelihood Training; Gender Analysis; Livestock Intervention; Qualitative

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APA (6^th Edition):

Kinsella, K. L. (2012). Micro-livestock for Livelihoods: Meeting Practical and Strategic Needs of Women in Sunyani District, Ghana. (Masters Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3954

Chicago Manual of Style (16^th Edition):

Kinsella, Kathleen L. “Micro-livestock for Livelihoods: Meeting Practical and Strategic Needs of Women in Sunyani District, Ghana.” 2012. Masters Thesis, University of Guelph. Accessed March 06, 2021. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3954.

MLA Handbook (7^th Edition):

Kinsella, Kathleen L. “Micro-livestock for Livelihoods: Meeting Practical and Strategic Needs of Women in Sunyani District, Ghana.” 2012. Web. 06 Mar 2021.

Vancouver:

Kinsella KL. Micro-livestock for Livelihoods: Meeting Practical and Strategic Needs of Women in Sunyani District, Ghana. [Internet] [Masters thesis]. University of Guelph; 2012. [cited 2021 Mar 06]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3954.

Council of Science Editors:

Kinsella KL. Micro-livestock for Livelihoods: Meeting Practical and Strategic Needs of Women in Sunyani District, Ghana. [Masters Thesis]. University of Guelph; 2012. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/3954

Queensland University of Technology

22. Banks, Merrilyn Dell. Economic analysis of malnutrition and pressure ulcers in Queensland hospitals and residential aged care facilities.

Degree: 2008, Queensland University of Technology

URL: https://eprints.qut.edu.au/16966/

► Malnutrition is reported to be common in hospitals (10-60%), residential aged care facilities (up to 50% or more) and in free living individuals with severe… (more)

▼ Malnutrition is reported to be common in hospitals (10-60%), residential aged care facilities (up to 50% or more) and in free living individuals with severe or multiple disease (>10%) (Stratton et al., 2003). Published Australian studies indicate similar results (Beck et al., 2001, Ferguson et al., 1997, Lazarus and Hamlyn, 2005, Middleton et al., 2001, Visvanathan et al., 2003), but are generally limited in number, with none conducted across multiple centres or in residential aged care facilities. In Australia, there is a general lack of awareness and recognition of the problem of malnutrition, with currently no policy, standards or guidelines related to the identification, prevention and treatment of malnutrition. Malnutrition has been found to be associated with the development of pressure ulcers, but studies are limited. The consequences of the development of pressure ulcers include pain and discomfort for the patient, and considerable costs associated with treatment and increased length of stay. Pressure ulcers are considered largely preventable, and the demand for the establishment of appropriate policy, standards and guidelines regarding pressure ulcers has recently become important because the incidence and prevalence of pressure ulcers is increasingly being considered a parameter of quality of care. The aims of this study program were to firstly determine the prevalence of malnutrition and its association with pressure ulcers in Queensland Health hospitals and residential aged care facilities; and secondly to estimate the potential economic consequences of malnutrition by determining the costs arising from pressure ulcer attributable to malnutrition; and the economic outcomes of an intervention to address malnutrition in the prevention of pressure ulcers. The study program was conducted in two phases: an epidemiological study phase and an economic modelling study phase. In phase one, a multi centre, cross sectional audit of a convenience sample of subjects was carried out as part of a larger audit of pressure ulcers in Queensland public acute and residential aged care facilities in 2002 and again in 2003. Dietitians in 20 hospitals and six aged care facilities conducted single day nutritional status audits of 2208 acute and 839 aged care subjects using the Subjective Global Assessment, in either or both audits. Subjects excluded were obstetric, same day, paediatric and mental health patients. Weighted average proportions of nutritional status categories for acute and residential aged care facilities across the two audits were determined and compared. The effects of gender, age, facility location and medical specialty on malnutrition were determined via logistic regression. The effect of nutritional status on the presence of pressure ulcer was also determined via logistic regression. Logistic regression analyses were carried out using an analysis of correlated data approach with SUDAAN statistical package (Research Triangle Institute, USA) to account for the potential clustering effect of different…

Subjects/Keywords: malnutrition; pressure ulcers; nutritional status; economic analysis; nutrition intervention

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

APA (6^th Edition):

Banks, M. D. (2008). Economic analysis of malnutrition and pressure ulcers in Queensland hospitals and residential aged care facilities. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/16966/

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):

Banks, Merrilyn Dell. “Economic analysis of malnutrition and pressure ulcers in Queensland hospitals and residential aged care facilities.” 2008. Thesis, Queensland University of Technology. Accessed March 06, 2021. https://eprints.qut.edu.au/16966/.

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

MLA Handbook (7^th Edition):

Banks, Merrilyn Dell. “Economic analysis of malnutrition and pressure ulcers in Queensland hospitals and residential aged care facilities.” 2008. Web. 06 Mar 2021.

Vancouver:

Banks MD. Economic analysis of malnutrition and pressure ulcers in Queensland hospitals and residential aged care facilities. [Internet] [Thesis]. Queensland University of Technology; 2008. [cited 2021 Mar 06]. Available from: https://eprints.qut.edu.au/16966/.

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

Council of Science Editors:

Banks MD. Economic analysis of malnutrition and pressure ulcers in Queensland hospitals and residential aged care facilities. [Thesis]. Queensland University of Technology; 2008. Available from: https://eprints.qut.edu.au/16966/

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

University of Illinois – Chicago

23. Holloway-Beth, Alfreda T. An Assessment of Surveillance and Administrative Data for Law Enforcement-Related Injuries.

Degree: 2014, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/18859

► This dissertation involves three studies that assess law enforcement related injuries and fatalities in the United States. The first study takes advantage of injury surveillance… (more)

▼ This dissertation involves three studies that assess law enforcement related injuries and fatalities in the United States. The first study takes advantage of injury surveillance data collected by the Centers for Disease Control and Prevention to assess injuries and deaths caused by law enforcement. The second project is an analysis of two probabilistically linked administrative databases that included two medically treated patient groups who had either been injured or killed by law enforcement or by civilians in Illinois. The third project is an analysis of the cause, severity, and workers’ compensation pay out among Illinois law enforcement personnel. The first study found that legal intervention fatality rates increased over time. Black men had much higher injury and fatality rates than other racial groups. American Indian/ Alaskan Natives were found to have much higher fatality rates than the national average. One recommendation is to create a national code of conduct manual for civilians that can be used as a directive for what to do when interacting with police officers. The second study found that most civilian assaults occurred before the age of 35 but legal interventions continued to age 44. Legal intervention injuries had more severe outcomes such as longer hospital stays, higher severity scoring, and more comorbid and psychiatric conditions than in those injured by civilian assaults. Injuries caused by legal interventions may not be due to interactions between law enforcement and civilians during the arrest process. The third study found that the causes of occupational injuries included assault, falls, motor vehicle accidents, and overexertion, among other causes. Extremities account for a high proportion of body parts affected by injury among officers. Additionally, correctional officers represented 45% of all disputed claims filed over the study period, and state police had a significantly higher proportion of officers who represented themselves. State police had some of the lowest compensation payouts and a much wider range of compensation. There lies a disparity in disputed claims among correctional officers that is not well understood, injury and fatality research on police should be assessed by department type, and safety recommendations should vary by department. Advisors/Committee Members: Friedman, Lee (advisor), Forst, Linda (committee member), Freels, Sally (committee member), Brandt-Rauf, Sherry (committee member), Whitman, Steven (committee member).

Subjects/Keywords: Injury Epidemiology; Administrative Data Analysis; Surveillance; Use of Force; Legal Intervention

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APA (6^th Edition):

Holloway-Beth, A. T. (2014). An Assessment of Surveillance and Administrative Data for Law Enforcement-Related Injuries. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/18859

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):

Holloway-Beth, Alfreda T. “An Assessment of Surveillance and Administrative Data for Law Enforcement-Related Injuries.” 2014. Thesis, University of Illinois – Chicago. Accessed March 06, 2021. http://hdl.handle.net/10027/18859.

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

MLA Handbook (7^th Edition):

Holloway-Beth, Alfreda T. “An Assessment of Surveillance and Administrative Data for Law Enforcement-Related Injuries.” 2014. Web. 06 Mar 2021.

Vancouver:

Holloway-Beth AT. An Assessment of Surveillance and Administrative Data for Law Enforcement-Related Injuries. [Internet] [Thesis]. University of Illinois – Chicago; 2014. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10027/18859.

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

Council of Science Editors:

Holloway-Beth AT. An Assessment of Surveillance and Administrative Data for Law Enforcement-Related Injuries. [Thesis]. University of Illinois – Chicago; 2014. Available from: http://hdl.handle.net/10027/18859

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

University of Ottawa

24. Loncar, Mirhad. Intensive Behavioural Intervention for the Treatment of Autism Spectrum Disorder in Preschool and School Age Children: A Systematic Review and Meta-Analysis .

Degree: 2016, University of Ottawa

URL: http://hdl.handle.net/10393/34232

► Intensive Behavioural Intervention (IBI) is one of the most widely used treatments for children with an autism spectrum disorder (ASD). While IBI has been recognized… (more)

Subjects/Keywords: Intensive Behavioural Intervention; Autism Spectrum Disorder; Systematic Review; Meta-analysis

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APA (6^th Edition):

Loncar, M. (2016). Intensive Behavioural Intervention for the Treatment of Autism Spectrum Disorder in Preschool and School Age Children: A Systematic Review and Meta-Analysis . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/34232

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):

Loncar, Mirhad. “Intensive Behavioural Intervention for the Treatment of Autism Spectrum Disorder in Preschool and School Age Children: A Systematic Review and Meta-Analysis .” 2016. Thesis, University of Ottawa. Accessed March 06, 2021. http://hdl.handle.net/10393/34232.

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

MLA Handbook (7^th Edition):

Loncar, Mirhad. “Intensive Behavioural Intervention for the Treatment of Autism Spectrum Disorder in Preschool and School Age Children: A Systematic Review and Meta-Analysis .” 2016. Web. 06 Mar 2021.

Vancouver:

Loncar M. Intensive Behavioural Intervention for the Treatment of Autism Spectrum Disorder in Preschool and School Age Children: A Systematic Review and Meta-Analysis . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2021 Mar 06]. Available from: http://hdl.handle.net/10393/34232.

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

Council of Science Editors:

Loncar M. Intensive Behavioural Intervention for the Treatment of Autism Spectrum Disorder in Preschool and School Age Children: A Systematic Review and Meta-Analysis . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/34232

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

University of Windsor

25. Cairncross, Molly. The Efficacy of Mindfulness-Based Therapies for Attention-Deficit/Hyperactivity Disorder: A Meta-analytic Review.

Degree: MA, Psychology, 2015, University of Windsor

URL: https://scholar.uwindsor.ca/etd/5446

► Mindfulness-based therapies (MBT) have been shown to be efficacious in treating internally-focused psychological disorders (e.g., depression), however it is still unclear whether MBT provide… (more)

Subjects/Keywords: attention-deficit/hyperactivity disorder; intervention; meta-analysis; mindfulness; mindfulness-based therapies

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APA (6^th Edition):

Cairncross, M. (2015). The Efficacy of Mindfulness-Based Therapies for Attention-Deficit/Hyperactivity Disorder: A Meta-analytic Review. (Masters Thesis). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/5446

Chicago Manual of Style (16^th Edition):

Cairncross, Molly. “The Efficacy of Mindfulness-Based Therapies for Attention-Deficit/Hyperactivity Disorder: A Meta-analytic Review.” 2015. Masters Thesis, University of Windsor. Accessed March 06, 2021. https://scholar.uwindsor.ca/etd/5446.

MLA Handbook (7^th Edition):

Cairncross, Molly. “The Efficacy of Mindfulness-Based Therapies for Attention-Deficit/Hyperactivity Disorder: A Meta-analytic Review.” 2015. Web. 06 Mar 2021.

Vancouver:

Cairncross M. The Efficacy of Mindfulness-Based Therapies for Attention-Deficit/Hyperactivity Disorder: A Meta-analytic Review. [Internet] [Masters thesis]. University of Windsor; 2015. [cited 2021 Mar 06]. Available from: https://scholar.uwindsor.ca/etd/5446.

Council of Science Editors:

Cairncross M. The Efficacy of Mindfulness-Based Therapies for Attention-Deficit/Hyperactivity Disorder: A Meta-analytic Review. [Masters Thesis]. University of Windsor; 2015. Available from: https://scholar.uwindsor.ca/etd/5446

University of South Florida

26. Schenk, Merritt. Assessing the Effectiveness of Antecedent and Consequent Interventions to Enhance Sports Performance.

Degree: 2019, University of South Florida

URL: https://scholarcommons.usf.edu/etd/7928

► Sports research in behavior analysis is becoming increasingly popular. As the proliferation of research continues, multiple interventions have been shown to help enhance sports-related performance.… (more)

Subjects/Keywords: behavior analysis; intervention effectiveness; Sports Performance; Social and Behavioral Sciences

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APA (6^th Edition):

Schenk, M. (2019). Assessing the Effectiveness of Antecedent and Consequent Interventions to Enhance Sports Performance. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7928

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):

Schenk, Merritt. “Assessing the Effectiveness of Antecedent and Consequent Interventions to Enhance Sports Performance.” 2019. Thesis, University of South Florida. Accessed March 06, 2021. https://scholarcommons.usf.edu/etd/7928.

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

MLA Handbook (7^th Edition):

Schenk, Merritt. “Assessing the Effectiveness of Antecedent and Consequent Interventions to Enhance Sports Performance.” 2019. Web. 06 Mar 2021.

Vancouver:

Schenk M. Assessing the Effectiveness of Antecedent and Consequent Interventions to Enhance Sports Performance. [Internet] [Thesis]. University of South Florida; 2019. [cited 2021 Mar 06]. Available from: https://scholarcommons.usf.edu/etd/7928.

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

Council of Science Editors:

Schenk M. Assessing the Effectiveness of Antecedent and Consequent Interventions to Enhance Sports Performance. [Thesis]. University of South Florida; 2019. Available from: https://scholarcommons.usf.edu/etd/7928

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

University of North Texas

27. Wiist, Catherine E. C. The Effect of Differential Outcomes on Audio-Visual Conditional Discriminations in Children with ASD.

Degree: 2018, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc1157625/

► The differential outcomes effect (DOE) refers to an observed increase in rates of acquisition of simple or conditional relations when the contingencies of reinforcement arrange… (more)

Subjects/Keywords: differential outcomes; behavior analysis; autism; conditional discrimination; early intervention; Psychology, Behavioral

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APA (6^th Edition):

Wiist, C. E. C. (2018). The Effect of Differential Outcomes on Audio-Visual Conditional Discriminations in Children with ASD. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1157625/

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):

Wiist, Catherine E C. “The Effect of Differential Outcomes on Audio-Visual Conditional Discriminations in Children with ASD.” 2018. Thesis, University of North Texas. Accessed March 06, 2021. https://digital.library.unt.edu/ark:/67531/metadc1157625/.

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

MLA Handbook (7^th Edition):

Wiist, Catherine E C. “The Effect of Differential Outcomes on Audio-Visual Conditional Discriminations in Children with ASD.” 2018. Web. 06 Mar 2021.

Vancouver:

Wiist CEC. The Effect of Differential Outcomes on Audio-Visual Conditional Discriminations in Children with ASD. [Internet] [Thesis]. University of North Texas; 2018. [cited 2021 Mar 06]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157625/.

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

Council of Science Editors:

Wiist CEC. The Effect of Differential Outcomes on Audio-Visual Conditional Discriminations in Children with ASD. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157625/

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

University of Manchester

28. Caddick, Katie. Exploring perceptions around the implementation of cognitive behavioural intervention by school staff following training and support.

Degree: 2015, University of Manchester

URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:270051

► Theory and research supports the implementation of cognitive and behavioural interventions (CBI’s) to address social, emotional and behavioural difficulties (SEBD) in children. The literature argues… (more)

Subjects/Keywords: social, emotional and behavioural difficulties; cognitive and behavioural intervention; thematic analysis

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APA (6^th Edition):

Caddick, K. (2015). Exploring perceptions around the implementation of cognitive behavioural intervention by school staff following training and support. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:270051

Chicago Manual of Style (16^th Edition):

Caddick, Katie. “Exploring perceptions around the implementation of cognitive behavioural intervention by school staff following training and support.” 2015. Doctoral Dissertation, University of Manchester. Accessed March 06, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:270051.

MLA Handbook (7^th Edition):

Caddick, Katie. “Exploring perceptions around the implementation of cognitive behavioural intervention by school staff following training and support.” 2015. Web. 06 Mar 2021.

Vancouver:

Caddick K. Exploring perceptions around the implementation of cognitive behavioural intervention by school staff following training and support. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2021 Mar 06]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:270051.

Council of Science Editors:

Caddick K. Exploring perceptions around the implementation of cognitive behavioural intervention by school staff following training and support. [Doctoral Dissertation]. University of Manchester; 2015. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:270051

Georgia State University

29. Wood, Laura. Enhancing Executive Functions in Preschoolers through a Mindfulness-Based Intervention.

Degree: PhD, Counseling and Psychological Services, 2019, Georgia State University

URL: https://scholarworks.gsu.edu/cps_diss/136

► Executive functions (EFs) develop rapidly in preschoolers and lay an important foundation for school readiness. One potential method of supporting EF development is through… (more)

▼ Executive functions (EFs) develop rapidly in preschoolers and lay an important foundation for school readiness. One potential method of supporting EF development is through mindfulness-based interventions (MBIs). While previous studies with adults have supported this approach, research has been more limited for child populations. This dissertation investigated the relationship between MBIs and the development of EF in early childhood. First, a meta-analysis was conducted that investigated the effectiveness of MBIs in improving EF skills for children as well as potential moderators of effectiveness. Inclusion criteria were dissertation or peerreviewed articles published by December 31, 2015 that measured the impact of MBIs on EF outcomes in participants 18 years or younger. Thirty-two articles were identified that met the criteria, including 3,156 participants and 108 relevant outcomes. The overall mean effect size was statistically significant and in the small to medium range (Hedge’s g = 0.30, p < .001). Significant moderators of effectiveness included higher effect sizes for dissertations compared to journal articles and more improvement reported for MBIs that incorporated home practice versus those that did not. The effect size did not differ significantly based on participant characteristics, intervention dosage, or outcome characteristics. Results suggested that MBIs are effective at improving EF skills in children from diverse populations. The second chapter focused on the evaluation of Mini-Mind, a 12-session MBI created for preschoolers. The study used a randomized controlled design to investigate the effectiveness, acceptability, and feasibility of the implementation of Mini-Mind in a sample of 27 (intervention n = 12) preschoolers (3-5 years old). The evaluation included direct and indirect measures of EF skills. Additionally, parents, teachers, children, and facilitators provided feedback about the intervention. Overall, Mini-Mind was highly feasible and acceptable across stakeholders. Direct measures of EF did not indicate a significant difference between the intervention and control groups. Indirect measures of EF revealed non-significant, small to medium effects in favor of the intervention group in attention, working memory, inhibition, and shifting. Taken together, the intervention was highly acceptable and feasible, but studies with more participants are needed to better understand the effectiveness. Advisors/Committee Members: Andrew Roach, PhD, Dr. Catherine Perkins, Dr. Don Davis, Dr. Ann Kruger.

Subjects/Keywords: executive function; mindfulness-based intervention; preschool; early child development; meta-analysis

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APA (6^th Edition):

Wood, L. (2019). Enhancing Executive Functions in Preschoolers through a Mindfulness-Based Intervention. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/136

Chicago Manual of Style (16^th Edition):

Wood, Laura. “Enhancing Executive Functions in Preschoolers through a Mindfulness-Based Intervention.” 2019. Doctoral Dissertation, Georgia State University. Accessed March 06, 2021. https://scholarworks.gsu.edu/cps_diss/136.

MLA Handbook (7^th Edition):

Wood, Laura. “Enhancing Executive Functions in Preschoolers through a Mindfulness-Based Intervention.” 2019. Web. 06 Mar 2021.

Vancouver:

Wood L. Enhancing Executive Functions in Preschoolers through a Mindfulness-Based Intervention. [Internet] [Doctoral dissertation]. Georgia State University; 2019. [cited 2021 Mar 06]. Available from: https://scholarworks.gsu.edu/cps_diss/136.

Council of Science Editors:

Wood L. Enhancing Executive Functions in Preschoolers through a Mindfulness-Based Intervention. [Doctoral Dissertation]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/cps_diss/136

Ohio University

30. Egan, Theresa E. Examining Elementary School Teacher Preferences for School-Based Intervention Characteristics and Implementation Supports for Youth with Attention-Deficit/Hyperactivity Disorder.

Degree: PhD, Clinical Psychology (Arts and Sciences), 2019, Ohio University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565356276930902

► The high prevalence of youth with ADHD and the associated impairments create a demand for elementary school teachers to implement interventions. Research suggests that teachers… (more)

▼ The high prevalence of youth with ADHD and the associated impairments create a demand for elementary school teachers to implement interventions. Research suggests that teachers who are given a choice of interventions to implement and then implement their preferred interventions demonstrate higher rates of intervention integrity and have better student outcomes as compared to when implementing interventions assigned to them by a consultant. However, specific attributes of interventions and implementation supports that are more or less appealing to teachers are largely unknown. This study examined elementary school teacher (N = 230) preferences for attributes of school-based interventions and related implementation supports for youth with ADHD. Conjoint methods and latent class analyses were used to assess teacher preferences and identify segments of teachers with similar preference profiles. Further, differences in teacher characteristics between identified segments were explored. Overall, student and teacher outcomes were most influential for intervention selection decisions. Conversely, implementation support and process attributes were less important. Two segments were identified, “Outcome Oriented” and “Balanced Importance,” in which student and teacher outcome attributes were more important in intervention selection decisions and outcome and process attributes were weighted more equally, respectively. Teachers in the Outcome Oriented segment had greater teaching experience, knowledge of ADHD, self-efficacy, personal responsibility for intervention implementation, and lower symptoms of depression and ADHD than teachers in the Balanced Importance segment. Findings from the current study have the potential to inform necessary consultation or coaching practices and to lead to more informed selection of, or adjustments to, interventions that promote teachers’ adoption and integrity of intervention implementation. Advisors/Committee Members: Wymbs, Brian (Advisor).

Subjects/Keywords: Clinical Psychology; ADHD; teacher; preferences; intervention; conjoint analysis

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APA (6^th Edition):

Egan, T. E. (2019). Examining Elementary School Teacher Preferences for School-Based Intervention Characteristics and Implementation Supports for Youth with Attention-Deficit/Hyperactivity Disorder. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565356276930902

Chicago Manual of Style (16^th Edition):

Egan, Theresa E. “Examining Elementary School Teacher Preferences for School-Based Intervention Characteristics and Implementation Supports for Youth with Attention-Deficit/Hyperactivity Disorder.” 2019. Doctoral Dissertation, Ohio University. Accessed March 06, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565356276930902.

MLA Handbook (7^th Edition):

Egan, Theresa E. “Examining Elementary School Teacher Preferences for School-Based Intervention Characteristics and Implementation Supports for Youth with Attention-Deficit/Hyperactivity Disorder.” 2019. Web. 06 Mar 2021.

Vancouver:

Egan TE. Examining Elementary School Teacher Preferences for School-Based Intervention Characteristics and Implementation Supports for Youth with Attention-Deficit/Hyperactivity Disorder. [Internet] [Doctoral dissertation]. Ohio University; 2019. [cited 2021 Mar 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565356276930902.

Council of Science Editors:

Egan TE. Examining Elementary School Teacher Preferences for School-Based Intervention Characteristics and Implementation Supports for Youth with Attention-Deficit/Hyperactivity Disorder. [Doctoral Dissertation]. Ohio University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1565356276930902

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Open Access Theses and Dissertations