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You searched for subject:(peer mediated intervention). Showing records 1 – 17 of 17 total matches.

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University of Illinois – Chicago

1. Athamanah, Lindsay Sarah. The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings.

Degree: 2017, University of Illinois – Chicago

Peer-mediated interventions are evidence-based practices that have demonstrated to improve academic and social skills of students with severe disabilities and their peers without disabilities while… (more)

Subjects/Keywords: transition; employment; students with severe disabilities; peer-mediated intervention

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APA (6th Edition):

Athamanah, L. S. (2017). The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21967

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

Chicago Manual of Style (16th Edition):

Athamanah, Lindsay Sarah. “The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings.” 2017. Thesis, University of Illinois – Chicago. Accessed December 09, 2019. http://hdl.handle.net/10027/21967.

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

MLA Handbook (7th Edition):

Athamanah, Lindsay Sarah. “The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings.” 2017. Web. 09 Dec 2019.

Vancouver:

Athamanah LS. The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10027/21967.

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

Council of Science Editors:

Athamanah LS. The Effectiveness of Peer Supports for Students with Severe Disabilities in Inclusive Work-Based Settings. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21967

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


Louisiana State University

2. Libster, Lisa. The efficacy of positive peer reporting procedures for use with neglected-status students in general education classrooms.

Degree: MA, Psychology, 2008, Louisiana State University

 Children who are neglected or rejected by their peers may require social skill interventions in order to develop the social competencies needed to establish satisfactory… (more)

Subjects/Keywords: sociometrics; school; peer-mediated intervention

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APA (6th Edition):

Libster, L. (2008). The efficacy of positive peer reporting procedures for use with neglected-status students in general education classrooms. (Masters Thesis). Louisiana State University. Retrieved from etd-04082009-113415 ; https://digitalcommons.lsu.edu/gradschool_theses/542

Chicago Manual of Style (16th Edition):

Libster, Lisa. “The efficacy of positive peer reporting procedures for use with neglected-status students in general education classrooms.” 2008. Masters Thesis, Louisiana State University. Accessed December 09, 2019. etd-04082009-113415 ; https://digitalcommons.lsu.edu/gradschool_theses/542.

MLA Handbook (7th Edition):

Libster, Lisa. “The efficacy of positive peer reporting procedures for use with neglected-status students in general education classrooms.” 2008. Web. 09 Dec 2019.

Vancouver:

Libster L. The efficacy of positive peer reporting procedures for use with neglected-status students in general education classrooms. [Internet] [Masters thesis]. Louisiana State University; 2008. [cited 2019 Dec 09]. Available from: etd-04082009-113415 ; https://digitalcommons.lsu.edu/gradschool_theses/542.

Council of Science Editors:

Libster L. The efficacy of positive peer reporting procedures for use with neglected-status students in general education classrooms. [Masters Thesis]. Louisiana State University; 2008. Available from: etd-04082009-113415 ; https://digitalcommons.lsu.edu/gradschool_theses/542

3. Simpson, Lisa A. Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers.

Degree: Doctor of Education (EdD), Learning and Instruction, 2013, University of San Francisco

  Students with autism often display significant challenges when acquiring friendships and participating in ongoing relationships with typical peers. The social interaction deficits that characterize… (more)

Subjects/Keywords: autism; peer-mediated intervention; peer perception; social interaction; Education; Special Education and Teaching

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APA (6th Edition):

Simpson, L. A. (2013). Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/63

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

Chicago Manual of Style (16th Edition):

Simpson, Lisa A. “Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers.” 2013. Thesis, University of San Francisco. Accessed December 09, 2019. https://repository.usfca.edu/diss/63.

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

MLA Handbook (7th Edition):

Simpson, Lisa A. “Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers.” 2013. Web. 09 Dec 2019.

Vancouver:

Simpson LA. Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Dec 09]. Available from: https://repository.usfca.edu/diss/63.

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

Council of Science Editors:

Simpson LA. Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/63

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


Miami University

4. Hofstadter, Kristi L. Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance.

Degree: Specialist in Education, School Psychology, 2007, Miami University

 Peers exert considerable influence on the behavior of one another, and positive peer reporting (PPR) has emerged as one method for successfully incorporating peer attention… (more)

Subjects/Keywords: positive peer reporting; disruptive behavior; emotional disturbance; peer-mediated; class-wide; behavioral intervention

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APA (6th Edition):

Hofstadter, K. L. (2007). Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1183645124

Chicago Manual of Style (16th Edition):

Hofstadter, Kristi L. “Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance.” 2007. Doctoral Dissertation, Miami University. Accessed December 09, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1183645124.

MLA Handbook (7th Edition):

Hofstadter, Kristi L. “Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance.” 2007. Web. 09 Dec 2019.

Vancouver:

Hofstadter KL. Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance. [Internet] [Doctoral dissertation]. Miami University; 2007. [cited 2019 Dec 09]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1183645124.

Council of Science Editors:

Hofstadter KL. Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance. [Doctoral Dissertation]. Miami University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1183645124


University of Alabama

5. Craft, Lydia Dyer. Peer mediated intervention to improve social communication in young children with ASD.

Degree: 2013, University of Alabama

 To date, no study has measured the effects of peer-mediated intervention (PMI) on autism symptoms in children under than four years of age. The current… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Behavioral sciences; Autism; Early Intervention; Peer Mediated Intervention

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APA (6th Edition):

Craft, L. D. (2013). Peer mediated intervention to improve social communication in young children with ASD. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/84757

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

Chicago Manual of Style (16th Edition):

Craft, Lydia Dyer. “Peer mediated intervention to improve social communication in young children with ASD.” 2013. Thesis, University of Alabama. Accessed December 09, 2019. http://purl.lib.ua.edu/84757.

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

MLA Handbook (7th Edition):

Craft, Lydia Dyer. “Peer mediated intervention to improve social communication in young children with ASD.” 2013. Web. 09 Dec 2019.

Vancouver:

Craft LD. Peer mediated intervention to improve social communication in young children with ASD. [Internet] [Thesis]. University of Alabama; 2013. [cited 2019 Dec 09]. Available from: http://purl.lib.ua.edu/84757.

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

Council of Science Editors:

Craft LD. Peer mediated intervention to improve social communication in young children with ASD. [Thesis]. University of Alabama; 2013. Available from: http://purl.lib.ua.edu/84757

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


Louisiana State University

6. Dart, Evan Henry. Utilizing students as behavior change agents : an example using check-in/check-out.

Degree: PhD, Psychology, 2013, Louisiana State University

 While there is no shortage of evidence-based interventions designed to address the academic and behavioral difficulties of students in schools, it can be difficult to… (more)

Subjects/Keywords: behavior intervention; peer-mediated intervention; check-in/check-out; check-in; check-out; response to intervention

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APA (6th Edition):

Dart, E. H. (2013). Utilizing students as behavior change agents : an example using check-in/check-out. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06222013-114147 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1101

Chicago Manual of Style (16th Edition):

Dart, Evan Henry. “Utilizing students as behavior change agents : an example using check-in/check-out.” 2013. Doctoral Dissertation, Louisiana State University. Accessed December 09, 2019. etd-06222013-114147 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1101.

MLA Handbook (7th Edition):

Dart, Evan Henry. “Utilizing students as behavior change agents : an example using check-in/check-out.” 2013. Web. 09 Dec 2019.

Vancouver:

Dart EH. Utilizing students as behavior change agents : an example using check-in/check-out. [Internet] [Doctoral dissertation]. Louisiana State University; 2013. [cited 2019 Dec 09]. Available from: etd-06222013-114147 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1101.

Council of Science Editors:

Dart EH. Utilizing students as behavior change agents : an example using check-in/check-out. [Doctoral Dissertation]. Louisiana State University; 2013. Available from: etd-06222013-114147 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1101


University of Southern Mississippi

7. Helbig, Kate A. Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD.

Degree: MA, Psychology, 2017, University of Southern Mississippi

  Attention Deficit/Hyperactivity Disorder (ADHD) is characterized by impairment in functioning due to inattention, hyperactivity, or impulsivity, as well as difficulties in school with social… (more)

Subjects/Keywords: ADHD; peer-mediated; behavioral interventions; middle school; function-based intervention; School Psychology

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APA (6th Edition):

Helbig, K. A. (2017). Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD. (Masters Thesis). University of Southern Mississippi. Retrieved from https://aquila.usm.edu/masters_theses/301

Chicago Manual of Style (16th Edition):

Helbig, Kate A. “Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD.” 2017. Masters Thesis, University of Southern Mississippi. Accessed December 09, 2019. https://aquila.usm.edu/masters_theses/301.

MLA Handbook (7th Edition):

Helbig, Kate A. “Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD.” 2017. Web. 09 Dec 2019.

Vancouver:

Helbig KA. Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD. [Internet] [Masters thesis]. University of Southern Mississippi; 2017. [cited 2019 Dec 09]. Available from: https://aquila.usm.edu/masters_theses/301.

Council of Science Editors:

Helbig KA. Effects of a Function-Based Peer Management Intervention with Middle-School Students with ADHD. [Masters Thesis]. University of Southern Mississippi; 2017. Available from: https://aquila.usm.edu/masters_theses/301


University of Kentucky

8. Clayton, Kimberly Yates. USING A TREATMENT PACKAGE TO TEACH REQUEST BEHAVIOR TO YOUNG CHILDREN WITH COMPLEX COMMUNICATION NEEDS.

Degree: 2015, University of Kentucky

 Three preschoolers with limited or no verbal language were taught to request preferred objects using an adapted Picture Exchange Communication System (Bondy & Frost, 1998)… (more)

Subjects/Keywords: Autism Spectrum Disorder; Picture Exchange Communication System; Peer Mediated Instruction and Intervention; preschool; naturalistic; Education; Special Education and Teaching

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APA (6th Edition):

Clayton, K. Y. (2015). USING A TREATMENT PACKAGE TO TEACH REQUEST BEHAVIOR TO YOUNG CHILDREN WITH COMPLEX COMMUNICATION NEEDS. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/edsrc_etds/15

Chicago Manual of Style (16th Edition):

Clayton, Kimberly Yates. “USING A TREATMENT PACKAGE TO TEACH REQUEST BEHAVIOR TO YOUNG CHILDREN WITH COMPLEX COMMUNICATION NEEDS.” 2015. Masters Thesis, University of Kentucky. Accessed December 09, 2019. http://uknowledge.uky.edu/edsrc_etds/15.

MLA Handbook (7th Edition):

Clayton, Kimberly Yates. “USING A TREATMENT PACKAGE TO TEACH REQUEST BEHAVIOR TO YOUNG CHILDREN WITH COMPLEX COMMUNICATION NEEDS.” 2015. Web. 09 Dec 2019.

Vancouver:

Clayton KY. USING A TREATMENT PACKAGE TO TEACH REQUEST BEHAVIOR TO YOUNG CHILDREN WITH COMPLEX COMMUNICATION NEEDS. [Internet] [Masters thesis]. University of Kentucky; 2015. [cited 2019 Dec 09]. Available from: http://uknowledge.uky.edu/edsrc_etds/15.

Council of Science Editors:

Clayton KY. USING A TREATMENT PACKAGE TO TEACH REQUEST BEHAVIOR TO YOUNG CHILDREN WITH COMPLEX COMMUNICATION NEEDS. [Masters Thesis]. University of Kentucky; 2015. Available from: http://uknowledge.uky.edu/edsrc_etds/15


Kent State University

9. Harris, Kathleen I. The Effects of Peer-Mediated Intervention In Promoting Social Skills For Children With Disabilities.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences, 2010, Kent State University

Peer-mediated intervention (PMI), a strategy those working in preschool inclusive environments can use, creates opportunities for peers to assume instructional roles to promote positive social… (more)

Subjects/Keywords: Special Education; peer-mediated intervention; children with disabilities; peers; social interactions; single-subject design research; preschool inclusive settings

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APA (6th Edition):

Harris, K. I. (2010). The Effects of Peer-Mediated Intervention In Promoting Social Skills For Children With Disabilities. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1279075092

Chicago Manual of Style (16th Edition):

Harris, Kathleen I. “The Effects of Peer-Mediated Intervention In Promoting Social Skills For Children With Disabilities.” 2010. Doctoral Dissertation, Kent State University. Accessed December 09, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1279075092.

MLA Handbook (7th Edition):

Harris, Kathleen I. “The Effects of Peer-Mediated Intervention In Promoting Social Skills For Children With Disabilities.” 2010. Web. 09 Dec 2019.

Vancouver:

Harris KI. The Effects of Peer-Mediated Intervention In Promoting Social Skills For Children With Disabilities. [Internet] [Doctoral dissertation]. Kent State University; 2010. [cited 2019 Dec 09]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1279075092.

Council of Science Editors:

Harris KI. The Effects of Peer-Mediated Intervention In Promoting Social Skills For Children With Disabilities. [Doctoral Dissertation]. Kent State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1279075092


Clemson University

10. Green, Julie. Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities.

Degree: PhD, Curriculum and Instruction, 2010, Clemson University

 Vocabulary knowledge is critical for accessing content-area information for students with learning disabilities who receive instruction in general education content-area classes. Therefore, the purpose of… (more)

Subjects/Keywords: Inclusion; Learning Disabilities; Middle School Science; Peer-Mediated Intervention; Science Vocabulary Instruction; Vocabulary-Matching curriculum-based measurement; Special Education and Teaching

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APA (6th Edition):

Green, J. (2010). Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/675

Chicago Manual of Style (16th Edition):

Green, Julie. “Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities.” 2010. Doctoral Dissertation, Clemson University. Accessed December 09, 2019. https://tigerprints.clemson.edu/all_dissertations/675.

MLA Handbook (7th Edition):

Green, Julie. “Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities.” 2010. Web. 09 Dec 2019.

Vancouver:

Green J. Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities. [Internet] [Doctoral dissertation]. Clemson University; 2010. [cited 2019 Dec 09]. Available from: https://tigerprints.clemson.edu/all_dissertations/675.

Council of Science Editors:

Green J. Effects of Peer-Mediated Vocabulary Intervention on Science Achievement of Seventh Grade Students With and Without Learning Disabilities. [Doctoral Dissertation]. Clemson University; 2010. Available from: https://tigerprints.clemson.edu/all_dissertations/675


The Ohio State University

11. Covey, Alyssa M. Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities.

Degree: MA, Educational Studies, 2019, The Ohio State University

 This study examined the effects of using Behavioral Skills Training (BST) to train peer models on the percent of intervals engaged in interactive play by… (more)

Subjects/Keywords: Education; Behavior Skills Training or BST; Peer-Mediated Intervention or PMI; students with moderate to severe disabilities; social skills; interactive play skills; joint play; cooperative play; peer models

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APA (6th Edition):

Covey, A. M. (2019). Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu155448180979463

Chicago Manual of Style (16th Edition):

Covey, Alyssa M. “Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities.” 2019. Masters Thesis, The Ohio State University. Accessed December 09, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu155448180979463.

MLA Handbook (7th Edition):

Covey, Alyssa M. “Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities.” 2019. Web. 09 Dec 2019.

Vancouver:

Covey AM. Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities. [Internet] [Masters thesis]. The Ohio State University; 2019. [cited 2019 Dec 09]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu155448180979463.

Council of Science Editors:

Covey AM. Using Behavioral Skills Training to Teach Peer Models: Effects on Interactive Play with Students Who Have Moderate to Severe Disabilities. [Masters Thesis]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu155448180979463


Brock University

12. Mallabar, Sheri. Stay, Play, and Talk: A Peer-Mediated Social Skills Program for Children with Autism Spectrum Disorder and Other Social Communication Difficulties (Phase IV) .

Degree: Department of Graduate and Undergraduate Studies in Education, Brock University

 Stay, Play, And Talk: A Peer-Mediated Social Skills Program for Children with Autism Spectrum Disorder (ASD) and Other Social Communication Difficulties is in its fourth… (more)

Subjects/Keywords: Social Skill Development; Autism Spectrum Disorder; Peer-Mediated Intervention; Stay, Play, and Talk

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APA (6th Edition):

Mallabar, S. (n.d.). Stay, Play, and Talk: A Peer-Mediated Social Skills Program for Children with Autism Spectrum Disorder and Other Social Communication Difficulties (Phase IV) . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/14009

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mallabar, Sheri. “Stay, Play, and Talk: A Peer-Mediated Social Skills Program for Children with Autism Spectrum Disorder and Other Social Communication Difficulties (Phase IV) .” Thesis, Brock University. Accessed December 09, 2019. http://hdl.handle.net/10464/14009.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mallabar, Sheri. “Stay, Play, and Talk: A Peer-Mediated Social Skills Program for Children with Autism Spectrum Disorder and Other Social Communication Difficulties (Phase IV) .” Web. 09 Dec 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Mallabar S. Stay, Play, and Talk: A Peer-Mediated Social Skills Program for Children with Autism Spectrum Disorder and Other Social Communication Difficulties (Phase IV) . [Internet] [Thesis]. Brock University; [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10464/14009.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Mallabar S. Stay, Play, and Talk: A Peer-Mediated Social Skills Program for Children with Autism Spectrum Disorder and Other Social Communication Difficulties (Phase IV) . [Thesis]. Brock University; Available from: http://hdl.handle.net/10464/14009

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

13. Wright, Courtney Anne. Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers.

Degree: PhD, Special Education, 2013, Vanderbilt University

 The effects of a multi-component intervention on the directed communication between preschoolers with Down syndrome and their peers were studied. The intervention included (a) one-on-one… (more)

Subjects/Keywords: social communication; peer-mediated intervention; augmentative and alternative communication

…AAC systems within a peer-mediated language intervention, and these will be discussed in the… …Stancliffe (2009) also studied peer-mediated intervention comparing naturalistic… …peer-mediated intervention to increase communication between peers and target children… …no studies of AAC peer-mediated intervention for young children with DS. The purpose of… …next section. Peer-mediated Interventions to Increase Social Communication Children with… 

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APA (6th Edition):

Wright, C. A. (2013). Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-05282013-113906/ ;

Chicago Manual of Style (16th Edition):

Wright, Courtney Anne. “Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed December 09, 2019. http://etd.library.vanderbilt.edu/available/etd-05282013-113906/ ;.

MLA Handbook (7th Edition):

Wright, Courtney Anne. “Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers.” 2013. Web. 09 Dec 2019.

Vancouver:

Wright CA. Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2019 Dec 09]. Available from: http://etd.library.vanderbilt.edu/available/etd-05282013-113906/ ;.

Council of Science Editors:

Wright CA. Effects of a Speech Generating Device and Peer Training on the Directed Communication between Preschoolers with Down Syndrome and Their Peers. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://etd.library.vanderbilt.edu/available/etd-05282013-113906/ ;


University of Texas – Austin

14. -1661-0930. Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners.

Degree: PhD, Special Education, 2018, University of Texas – Austin

 Challenges with numerical proficiency at an early age can lead to substantial gaps in learning and are associated with detrimental long-term outcomes. Additionally, the academic… (more)

Subjects/Keywords: Emotional-behavioral disorder; Learning disabilities; Mathematics; Early numeracy; Challenging behavior; Tutoring; Cross-age tutoring; Number line; Peer mediated; Intervention; Early childhood; Number sense

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APA (6th Edition):

-1661-0930. (2018). Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65648

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-1661-0930. “Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed December 09, 2019. http://hdl.handle.net/2152/65648.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-1661-0930. “Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners.” 2018. Web. 09 Dec 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1661-0930. Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2152/65648.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1661-0930. Effects of cross-age tutors with EBD on the mathematics performance of at-risk kindergarteners. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65648

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

15. Long, Janette S. Peer-mediated prompting to increase responding and compliance through the use of peer buddies for children with autism spectrum disorders.

Degree: MA, EDU Physical Activity and Educational Services, 2012, The Ohio State University

  Abstract The current study investigated whether pairing a typically developing peer (a peer buddy) with a child who has an ASD and providing individualized… (more)

Subjects/Keywords: Behavioral Sciences; Special Education; Autism Spectrum Disorders; Peer-mediated social skills intervention; Peer training; Peer Buddy

…to children who served as peers in a peer-initiated intervention for young children with… …assisting children with an ASD to learn social skills. Many peer-mediated approaches have been… …intervention for children with an ASD (Bass & Mulick, 2007). Early research focused on peer… …Another popular peer-mediated approach to teaching social skills to children with an ASD is the… …increase the social skills of children with an ASD. These peer-mediated approaches are typically… 

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

APA (6th Edition):

Long, J. S. (2012). Peer-mediated prompting to increase responding and compliance through the use of peer buddies for children with autism spectrum disorders. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1354057173

Chicago Manual of Style (16th Edition):

Long, Janette S. “Peer-mediated prompting to increase responding and compliance through the use of peer buddies for children with autism spectrum disorders.” 2012. Masters Thesis, The Ohio State University. Accessed December 09, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354057173.

MLA Handbook (7th Edition):

Long, Janette S. “Peer-mediated prompting to increase responding and compliance through the use of peer buddies for children with autism spectrum disorders.” 2012. Web. 09 Dec 2019.

Vancouver:

Long JS. Peer-mediated prompting to increase responding and compliance through the use of peer buddies for children with autism spectrum disorders. [Internet] [Masters thesis]. The Ohio State University; 2012. [cited 2019 Dec 09]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1354057173.

Council of Science Editors:

Long JS. Peer-mediated prompting to increase responding and compliance through the use of peer buddies for children with autism spectrum disorders. [Masters Thesis]. The Ohio State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1354057173

16. Parks, Marisa. Improving the social inclusion of children with autism spectrum disorders.

Degree: MS, Department of Educational Psychology & Couns, 2014, California State University – Northridge

 Many children with autism spectrum disorders (ASD) are being included with typically developing peers in their schools. As a result of the social deficits that… (more)

Subjects/Keywords: peer-mediated intervention; Dissertations, Academic  – CSUN  – Education  – Educational Psychology and Counseling  – Marriage and Family Therapy.

…Children with ASD are also common targets for frequent and chronic peer victimization and… …self-perception, and selfworth (Cappadocia, et al., 2012). With the amount of peer… …more control a peer appeared to have over abnormal behaviors the less sympathy and greater… …regular schools, general classrooms need to implement an intervention that effectively and… …autism. Chapter 2 also demonstrates how effective peer support towards children with ASD can be… 

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

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

APA (6th Edition):

Parks, M. (2014). Improving the social inclusion of children with autism spectrum disorders. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.2/4927

Chicago Manual of Style (16th Edition):

Parks, Marisa. “Improving the social inclusion of children with autism spectrum disorders.” 2014. Masters Thesis, California State University – Northridge. Accessed December 09, 2019. http://hdl.handle.net/10211.2/4927.

MLA Handbook (7th Edition):

Parks, Marisa. “Improving the social inclusion of children with autism spectrum disorders.” 2014. Web. 09 Dec 2019.

Vancouver:

Parks M. Improving the social inclusion of children with autism spectrum disorders. [Internet] [Masters thesis]. California State University – Northridge; 2014. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10211.2/4927.

Council of Science Editors:

Parks M. Improving the social inclusion of children with autism spectrum disorders. [Masters Thesis]. California State University – Northridge; 2014. Available from: http://hdl.handle.net/10211.2/4927


University of Kansas

17. Vuong, Ngan Kim. Collateral Nonverbal Learning in a Peer-mediated Social Communication Intervention for Children with Autism Spectrum Disorders.

Degree: PH.D., Clinical Child Psychology, 2008, University of Kansas

 Assessed collateral effects on the nonverbal communication behaviors of children with Autism Spectrum Disorders during their participation in two verbal communication interventions. Data was obtained… (more)

Subjects/Keywords: Clinical psychology; Nonverbal communication; Autism; Interventions; School-age children; Peer-mediated intervention; Collateral effects

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

APA (6th Edition):

Vuong, N. K. (2008). Collateral Nonverbal Learning in a Peer-mediated Social Communication Intervention for Children with Autism Spectrum Disorders. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/4106

Chicago Manual of Style (16th Edition):

Vuong, Ngan Kim. “Collateral Nonverbal Learning in a Peer-mediated Social Communication Intervention for Children with Autism Spectrum Disorders.” 2008. Doctoral Dissertation, University of Kansas. Accessed December 09, 2019. http://hdl.handle.net/1808/4106.

MLA Handbook (7th Edition):

Vuong, Ngan Kim. “Collateral Nonverbal Learning in a Peer-mediated Social Communication Intervention for Children with Autism Spectrum Disorders.” 2008. Web. 09 Dec 2019.

Vancouver:

Vuong NK. Collateral Nonverbal Learning in a Peer-mediated Social Communication Intervention for Children with Autism Spectrum Disorders. [Internet] [Doctoral dissertation]. University of Kansas; 2008. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1808/4106.

Council of Science Editors:

Vuong NK. Collateral Nonverbal Learning in a Peer-mediated Social Communication Intervention for Children with Autism Spectrum Disorders. [Doctoral Dissertation]. University of Kansas; 2008. Available from: http://hdl.handle.net/1808/4106

.