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You searched for subject:(peer mediated). Showing records 1 – 30 of 55 total matches.

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Vanderbilt University

1. Huber, Heartley Brownell. Structural Analysis to Inform Peer Support Arrangements for High School Students with Autism.

Degree: PhD, Special Education, 2016, Vanderbilt University

 As the enrollment of students with autism in general education classrooms increases, the need for effective strategies to improve the quality of inclusive practices remains… (more)

Subjects/Keywords: peer-mediated; social interactions; autism; structural analysis

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APA (6th Edition):

Huber, H. B. (2016). Structural Analysis to Inform Peer Support Arrangements for High School Students with Autism. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11640

Chicago Manual of Style (16th Edition):

Huber, Heartley Brownell. “Structural Analysis to Inform Peer Support Arrangements for High School Students with Autism.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed January 21, 2021. http://hdl.handle.net/1803/11640.

MLA Handbook (7th Edition):

Huber, Heartley Brownell. “Structural Analysis to Inform Peer Support Arrangements for High School Students with Autism.” 2016. Web. 21 Jan 2021.

Vancouver:

Huber HB. Structural Analysis to Inform Peer Support Arrangements for High School Students with Autism. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1803/11640.

Council of Science Editors:

Huber HB. Structural Analysis to Inform Peer Support Arrangements for High School Students with Autism. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/11640


Vanderbilt University

2. Milam, Molly E. Stay-Play-Talk with Preschoolers: Programming for Generalization and Maintenance.

Degree: PhD, Special Education, 2018, Vanderbilt University

 Stay-play-talk (SPT) is a peer-mediated (PM) intervention that has been found to be effective for increasing the social and communicative behaviors of young children. Generalization… (more)

Subjects/Keywords: peer-mediated; peer buddies; social skills; stay-play-talk

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APA (6th Edition):

Milam, M. E. (2018). Stay-Play-Talk with Preschoolers: Programming for Generalization and Maintenance. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11359

Chicago Manual of Style (16th Edition):

Milam, Molly E. “Stay-Play-Talk with Preschoolers: Programming for Generalization and Maintenance.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed January 21, 2021. http://hdl.handle.net/1803/11359.

MLA Handbook (7th Edition):

Milam, Molly E. “Stay-Play-Talk with Preschoolers: Programming for Generalization and Maintenance.” 2018. Web. 21 Jan 2021.

Vancouver:

Milam ME. Stay-Play-Talk with Preschoolers: Programming for Generalization and Maintenance. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1803/11359.

Council of Science Editors:

Milam ME. Stay-Play-Talk with Preschoolers: Programming for Generalization and Maintenance. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/11359


The Ohio State University

3. Villareal, Donna M. A systematic replication to determine the academic effects of peer tutoring for the tutor.

Degree: PhD, Educational Services and Research, 2005, The Ohio State University

 While the research provides strong evidence of the effectiveness of peer tutoring for tutees, there is less empirical evidence to support the notion that peers… (more)

Subjects/Keywords: peer tutoring; peer-mediated instruction

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APA (6th Edition):

Villareal, D. M. (2005). A systematic replication to determine the academic effects of peer tutoring for the tutor. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1122549884

Chicago Manual of Style (16th Edition):

Villareal, Donna M. “A systematic replication to determine the academic effects of peer tutoring for the tutor.” 2005. Doctoral Dissertation, The Ohio State University. Accessed January 21, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1122549884.

MLA Handbook (7th Edition):

Villareal, Donna M. “A systematic replication to determine the academic effects of peer tutoring for the tutor.” 2005. Web. 21 Jan 2021.

Vancouver:

Villareal DM. A systematic replication to determine the academic effects of peer tutoring for the tutor. [Internet] [Doctoral dissertation]. The Ohio State University; 2005. [cited 2021 Jan 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1122549884.

Council of Science Editors:

Villareal DM. A systematic replication to determine the academic effects of peer tutoring for the tutor. [Doctoral Dissertation]. The Ohio State University; 2005. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1122549884


The Ohio State University

4. Schaefer, John McDonald. The Role of Context in Interaction Between Students With Significant Disabilities and Their Peers.

Degree: PhD, Educational Studies, 2016, The Ohio State University

 This dissertation explores the theme of comprehensive inclusion support for students with severe disabilities. It consists of a brief introduction, three stand-alone papers, and a… (more)

Subjects/Keywords: Special Education; intellectual and developmental disabilities, severe disabilities, inclusion, peer-mediated interventions, peer support arrangement

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APA (6th Edition):

Schaefer, J. M. (2016). The Role of Context in Interaction Between Students With Significant Disabilities and Their Peers. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1467976888

Chicago Manual of Style (16th Edition):

Schaefer, John McDonald. “The Role of Context in Interaction Between Students With Significant Disabilities and Their Peers.” 2016. Doctoral Dissertation, The Ohio State University. Accessed January 21, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467976888.

MLA Handbook (7th Edition):

Schaefer, John McDonald. “The Role of Context in Interaction Between Students With Significant Disabilities and Their Peers.” 2016. Web. 21 Jan 2021.

Vancouver:

Schaefer JM. The Role of Context in Interaction Between Students With Significant Disabilities and Their Peers. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2021 Jan 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1467976888.

Council of Science Editors:

Schaefer JM. The Role of Context in Interaction Between Students With Significant Disabilities and Their Peers. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1467976888

5. 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 January 21, 2021. 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. 21 Jan 2021.

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 2021 Jan 21]. 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


University of Manchester

6. Pierce, Katherine. AN EVALUATION OF THE EFFECTIVENESS OF PLAY BANK – A PEER-MEDIATED APPROACH TO DEVELOP THE INTERACTIVE PLAY OF PRE-SCHOOL CHILDREN.

Degree: 2014, University of Manchester

 An evaluation of the effectiveness of Play Bank – a peer-mediated approach to develop the interactive play of pre-school children.Interactive play in the Early Years… (more)

Subjects/Keywords: early years; pre-school; interactive play; social competence; peer-mediated

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APA (6th Edition):

Pierce, K. (2014). AN EVALUATION OF THE EFFECTIVENESS OF PLAY BANK – A PEER-MEDIATED APPROACH TO DEVELOP THE INTERACTIVE PLAY OF PRE-SCHOOL CHILDREN. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:232446

Chicago Manual of Style (16th Edition):

Pierce, Katherine. “AN EVALUATION OF THE EFFECTIVENESS OF PLAY BANK – A PEER-MEDIATED APPROACH TO DEVELOP THE INTERACTIVE PLAY OF PRE-SCHOOL CHILDREN.” 2014. Doctoral Dissertation, University of Manchester. Accessed January 21, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:232446.

MLA Handbook (7th Edition):

Pierce, Katherine. “AN EVALUATION OF THE EFFECTIVENESS OF PLAY BANK – A PEER-MEDIATED APPROACH TO DEVELOP THE INTERACTIVE PLAY OF PRE-SCHOOL CHILDREN.” 2014. Web. 21 Jan 2021.

Vancouver:

Pierce K. AN EVALUATION OF THE EFFECTIVENESS OF PLAY BANK – A PEER-MEDIATED APPROACH TO DEVELOP THE INTERACTIVE PLAY OF PRE-SCHOOL CHILDREN. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2021 Jan 21]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:232446.

Council of Science Editors:

Pierce K. AN EVALUATION OF THE EFFECTIVENESS OF PLAY BANK – A PEER-MEDIATED APPROACH TO DEVELOP THE INTERACTIVE PLAY OF PRE-SCHOOL CHILDREN. [Doctoral Dissertation]. University of Manchester; 2014. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:232446


University of Manchester

7. Ezzamel, Nadia. Peer-mediated Interventions for Pupils with ASD in Mainstream Schools; a Tool to Promote Social Inclusion.

Degree: 2016, University of Manchester

There is increasing interest in the role of peers in facilitating the social interaction of pupils with ASD through Peer-mediated Interventions (PMI). A systematic literature… (more)

Subjects/Keywords: Peer-mediated interventions; PMI; autism spectrum disorder; ASD; social skills

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APA (6th Edition):

Ezzamel, N. (2016). Peer-mediated Interventions for Pupils with ASD in Mainstream Schools; a Tool to Promote Social Inclusion. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302633

Chicago Manual of Style (16th Edition):

Ezzamel, Nadia. “Peer-mediated Interventions for Pupils with ASD in Mainstream Schools; a Tool to Promote Social Inclusion.” 2016. Doctoral Dissertation, University of Manchester. Accessed January 21, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302633.

MLA Handbook (7th Edition):

Ezzamel, Nadia. “Peer-mediated Interventions for Pupils with ASD in Mainstream Schools; a Tool to Promote Social Inclusion.” 2016. Web. 21 Jan 2021.

Vancouver:

Ezzamel N. Peer-mediated Interventions for Pupils with ASD in Mainstream Schools; a Tool to Promote Social Inclusion. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2021 Jan 21]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302633.

Council of Science Editors:

Ezzamel N. Peer-mediated Interventions for Pupils with ASD in Mainstream Schools; a Tool to Promote Social Inclusion. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302633


Vanderbilt University

8. 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

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

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://hdl.handle.net/1803/12415

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 January 21, 2021. http://hdl.handle.net/1803/12415.

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. 21 Jan 2021.

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 2021 Jan 21]. Available from: http://hdl.handle.net/1803/12415.

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://hdl.handle.net/1803/12415


University of Illinois – Chicago

9. 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 January 21, 2021. 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. 21 Jan 2021.

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 2021 Jan 21]. 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


University of Manchester

10. Ezzamel, Nadia. Peer-mediated interventions for pupils with ASD in mainstream schools : a tool to promote social inclusion.

Degree: Thesis (D.Ed.Ch.Psy.), 2016, University of Manchester

 There is increasing interest in the role of peers in facilitating the social interaction of pupils with ASD through Peer-mediated Interventions (PMI). A systematic literature… (more)

Subjects/Keywords: 370; ASD; social skills; autism spectrum disorder; Peer-mediated interventions; PMI

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

APA (6th Edition):

Ezzamel, N. (2016). Peer-mediated interventions for pupils with ASD in mainstream schools : a tool to promote social inclusion. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/peermediated-interventions-for-pupils-with-asd-in-mainstream-schools-a-tool-to-promote-social-inclusion(7ca1bff0-7e41-48c7-a88c-780fa453068b).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740267

Chicago Manual of Style (16th Edition):

Ezzamel, Nadia. “Peer-mediated interventions for pupils with ASD in mainstream schools : a tool to promote social inclusion.” 2016. Doctoral Dissertation, University of Manchester. Accessed January 21, 2021. https://www.research.manchester.ac.uk/portal/en/theses/peermediated-interventions-for-pupils-with-asd-in-mainstream-schools-a-tool-to-promote-social-inclusion(7ca1bff0-7e41-48c7-a88c-780fa453068b).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740267.

MLA Handbook (7th Edition):

Ezzamel, Nadia. “Peer-mediated interventions for pupils with ASD in mainstream schools : a tool to promote social inclusion.” 2016. Web. 21 Jan 2021.

Vancouver:

Ezzamel N. Peer-mediated interventions for pupils with ASD in mainstream schools : a tool to promote social inclusion. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2021 Jan 21]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/peermediated-interventions-for-pupils-with-asd-in-mainstream-schools-a-tool-to-promote-social-inclusion(7ca1bff0-7e41-48c7-a88c-780fa453068b).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740267.

Council of Science Editors:

Ezzamel N. Peer-mediated interventions for pupils with ASD in mainstream schools : a tool to promote social inclusion. [Doctoral Dissertation]. University of Manchester; 2016. Available from: https://www.research.manchester.ac.uk/portal/en/theses/peermediated-interventions-for-pupils-with-asd-in-mainstream-schools-a-tool-to-promote-social-inclusion(7ca1bff0-7e41-48c7-a88c-780fa453068b).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.740267


University of Manchester

11. Pierce, Katherine. An evaluation of the effectiveness of Play Bank : a peer-mediated approach to develop the interactive play of pre-school children.

Degree: Thesis (D.Ed.Chi.Psy.), 2014, University of Manchester

 Interactive play in the Early Years Foundation Stage (EYFS) provides crucial opportunities for young children to develop a range of skills which are important for… (more)

Subjects/Keywords: 372.21; early years; pre-school; interactive play; social competence; peer-mediated

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

APA (6th Edition):

Pierce, K. (2014). An evaluation of the effectiveness of Play Bank : a peer-mediated approach to develop the interactive play of pre-school children. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/an-evaluation-of-the-effectiveness-of-play-bank – a-peermediated-approach-to-develop-the-interactive-play-of-preschool-children(90e35086-512a-4c5d-af02-a5ab283855b5).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632300

Chicago Manual of Style (16th Edition):

Pierce, Katherine. “An evaluation of the effectiveness of Play Bank : a peer-mediated approach to develop the interactive play of pre-school children.” 2014. Doctoral Dissertation, University of Manchester. Accessed January 21, 2021. https://www.research.manchester.ac.uk/portal/en/theses/an-evaluation-of-the-effectiveness-of-play-bank – a-peermediated-approach-to-develop-the-interactive-play-of-preschool-children(90e35086-512a-4c5d-af02-a5ab283855b5).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632300.

MLA Handbook (7th Edition):

Pierce, Katherine. “An evaluation of the effectiveness of Play Bank : a peer-mediated approach to develop the interactive play of pre-school children.” 2014. Web. 21 Jan 2021.

Vancouver:

Pierce K. An evaluation of the effectiveness of Play Bank : a peer-mediated approach to develop the interactive play of pre-school children. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2021 Jan 21]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/an-evaluation-of-the-effectiveness-of-play-bank – a-peermediated-approach-to-develop-the-interactive-play-of-preschool-children(90e35086-512a-4c5d-af02-a5ab283855b5).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632300.

Council of Science Editors:

Pierce K. An evaluation of the effectiveness of Play Bank : a peer-mediated approach to develop the interactive play of pre-school children. [Doctoral Dissertation]. University of Manchester; 2014. Available from: https://www.research.manchester.ac.uk/portal/en/theses/an-evaluation-of-the-effectiveness-of-play-bank – a-peermediated-approach-to-develop-the-interactive-play-of-preschool-children(90e35086-512a-4c5d-af02-a5ab283855b5).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632300


Louisiana State University

12. 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 January 21, 2021. 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. 21 Jan 2021.

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 2021 Jan 21]. 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


Oklahoma State University

13. Anderson, Daniel Blake. Utilizing a Peer-Mediated Academic Intervention to Evaluate Student Growth by Treatment Dosage.

Degree: School Psychology, 2019, Oklahoma State University

 Intervening on academic skills early in a child's academic career can remediate reading difficulties quickly and set the stage for early literacy skills (Velluntino, Scanlon,… (more)

Subjects/Keywords: intervention dosage; peer-mediated repeated readings; repeated readings

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APA (6th Edition):

Anderson, D. B. (2019). Utilizing a Peer-Mediated Academic Intervention to Evaluate Student Growth by Treatment Dosage. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/321525

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):

Anderson, Daniel Blake. “Utilizing a Peer-Mediated Academic Intervention to Evaluate Student Growth by Treatment Dosage.” 2019. Thesis, Oklahoma State University. Accessed January 21, 2021. http://hdl.handle.net/11244/321525.

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

MLA Handbook (7th Edition):

Anderson, Daniel Blake. “Utilizing a Peer-Mediated Academic Intervention to Evaluate Student Growth by Treatment Dosage.” 2019. Web. 21 Jan 2021.

Vancouver:

Anderson DB. Utilizing a Peer-Mediated Academic Intervention to Evaluate Student Growth by Treatment Dosage. [Internet] [Thesis]. Oklahoma State University; 2019. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/11244/321525.

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

Council of Science Editors:

Anderson DB. Utilizing a Peer-Mediated Academic Intervention to Evaluate Student Growth by Treatment Dosage. [Thesis]. Oklahoma State University; 2019. Available from: http://hdl.handle.net/11244/321525

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

14. Kumar, Anisha. Efficacy of peer mediated computerassisted and traditional reading programmes in facilitating skills of children with reading difficulties; -.

Degree: Psychology, 2012, University of Delhi

Available

Referncesp. 139-173, Appendices p. 174-186

Advisors/Committee Members: Jena, S P K.

Subjects/Keywords: mediated computerassisted; peer mediated; reading difficulties; traditional reading programmes

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APA (6th Edition):

Kumar, A. (2012). Efficacy of peer mediated computerassisted and traditional reading programmes in facilitating skills of children with reading difficulties; -. (Thesis). University of Delhi. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/31951

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):

Kumar, Anisha. “Efficacy of peer mediated computerassisted and traditional reading programmes in facilitating skills of children with reading difficulties; -.” 2012. Thesis, University of Delhi. Accessed January 21, 2021. http://shodhganga.inflibnet.ac.in/handle/10603/31951.

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

MLA Handbook (7th Edition):

Kumar, Anisha. “Efficacy of peer mediated computerassisted and traditional reading programmes in facilitating skills of children with reading difficulties; -.” 2012. Web. 21 Jan 2021.

Vancouver:

Kumar A. Efficacy of peer mediated computerassisted and traditional reading programmes in facilitating skills of children with reading difficulties; -. [Internet] [Thesis]. University of Delhi; 2012. [cited 2021 Jan 21]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/31951.

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

Council of Science Editors:

Kumar A. Efficacy of peer mediated computerassisted and traditional reading programmes in facilitating skills of children with reading difficulties; -. [Thesis]. University of Delhi; 2012. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/31951

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


Western Michigan University

15. Field, Sean P. Evaluating the Effects of a Self-Management Program with a Peer-Mediated Praise Procedure.

Degree: PhD, Psychology, 2017, Western Michigan University

  Research has shown self-management to be a powerful tool that can assist students in establishing and maintaining a range of targeted behaviors including increasing… (more)

Subjects/Keywords: Self-management; peer; self-monitoring; peer-mediated; praise procedure; evaluation; Experimental Analysis of Behavior; School Psychology

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APA (6th Edition):

Field, S. P. (2017). Evaluating the Effects of a Self-Management Program with a Peer-Mediated Praise Procedure. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3134

Chicago Manual of Style (16th Edition):

Field, Sean P. “Evaluating the Effects of a Self-Management Program with a Peer-Mediated Praise Procedure.” 2017. Doctoral Dissertation, Western Michigan University. Accessed January 21, 2021. https://scholarworks.wmich.edu/dissertations/3134.

MLA Handbook (7th Edition):

Field, Sean P. “Evaluating the Effects of a Self-Management Program with a Peer-Mediated Praise Procedure.” 2017. Web. 21 Jan 2021.

Vancouver:

Field SP. Evaluating the Effects of a Self-Management Program with a Peer-Mediated Praise Procedure. [Internet] [Doctoral dissertation]. Western Michigan University; 2017. [cited 2021 Jan 21]. Available from: https://scholarworks.wmich.edu/dissertations/3134.

Council of Science Editors:

Field SP. Evaluating the Effects of a Self-Management Program with a Peer-Mediated Praise Procedure. [Doctoral Dissertation]. Western Michigan University; 2017. Available from: https://scholarworks.wmich.edu/dissertations/3134


Louisiana State University

16. Barahona, Carolyn. A comparison of public and private positive peer reporting in general education classrooms.

Degree: MA, Psychology, 2009, Louisiana State University

  Positive peer reporting (PPR) and Tootling have shown to be effective classwide interventions in decreasing maladaptive behavior and increasing positive interactions. In the current… (more)

Subjects/Keywords: Positive Peer Reporting; peer-mediated; classroom disruptive behavior

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APA (6th Edition):

Barahona, C. (2009). A comparison of public and private positive peer reporting in general education classrooms. (Masters Thesis). Louisiana State University. Retrieved from etd-05022010-191925 ; https://digitalcommons.lsu.edu/gradschool_theses/147

Chicago Manual of Style (16th Edition):

Barahona, Carolyn. “A comparison of public and private positive peer reporting in general education classrooms.” 2009. Masters Thesis, Louisiana State University. Accessed January 21, 2021. etd-05022010-191925 ; https://digitalcommons.lsu.edu/gradschool_theses/147.

MLA Handbook (7th Edition):

Barahona, Carolyn. “A comparison of public and private positive peer reporting in general education classrooms.” 2009. Web. 21 Jan 2021.

Vancouver:

Barahona C. A comparison of public and private positive peer reporting in general education classrooms. [Internet] [Masters thesis]. Louisiana State University; 2009. [cited 2021 Jan 21]. Available from: etd-05022010-191925 ; https://digitalcommons.lsu.edu/gradschool_theses/147.

Council of Science Editors:

Barahona C. A comparison of public and private positive peer reporting in general education classrooms. [Masters Thesis]. Louisiana State University; 2009. Available from: etd-05022010-191925 ; https://digitalcommons.lsu.edu/gradschool_theses/147


Temple University

17. Gilroy, Shawn. TECHNOLOGY FOR ESTABLISHING DEICTIC REPERTOIRES IN AUTISM.

Degree: PhD, 2015, Temple University

School Psychology

Children on the autism spectrum often demonstrate little variability in their use of language and interaction in social situations. Some of these difficulties… (more)

Subjects/Keywords: Education; Computer engineering;

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APA (6th Edition):

Gilroy, S. (2015). TECHNOLOGY FOR ESTABLISHING DEICTIC REPERTOIRES IN AUTISM. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,315329

Chicago Manual of Style (16th Edition):

Gilroy, Shawn. “TECHNOLOGY FOR ESTABLISHING DEICTIC REPERTOIRES IN AUTISM.” 2015. Doctoral Dissertation, Temple University. Accessed January 21, 2021. http://digital.library.temple.edu/u?/p245801coll10,315329.

MLA Handbook (7th Edition):

Gilroy, Shawn. “TECHNOLOGY FOR ESTABLISHING DEICTIC REPERTOIRES IN AUTISM.” 2015. Web. 21 Jan 2021.

Vancouver:

Gilroy S. TECHNOLOGY FOR ESTABLISHING DEICTIC REPERTOIRES IN AUTISM. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2021 Jan 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,315329.

Council of Science Editors:

Gilroy S. TECHNOLOGY FOR ESTABLISHING DEICTIC REPERTOIRES IN AUTISM. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,315329


University of Alabama

18. 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 January 21, 2021. 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. 21 Jan 2021.

Vancouver:

Craft LD. Peer mediated intervention to improve social communication in young children with ASD. [Internet] [Thesis]. University of Alabama; 2013. [cited 2021 Jan 21]. 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


Vanderbilt University

19. Cosgriff, Joseph Casey. A Peer-Delivered Social Interaction Intervention for High School Students with Autism.

Degree: PhD, Special Education, 2012, Vanderbilt University

 Limited social interaction typically occurs between high school students with autism and their general education peers unless programming is introduced to promote interaction. However, few… (more)

Subjects/Keywords: autism; goal setting; high school students; peer-mediated interventions; self-monitoring; social interaction

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

APA (6th Edition):

Cosgriff, J. C. (2012). A Peer-Delivered Social Interaction Intervention for High School Students with Autism. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12801

Chicago Manual of Style (16th Edition):

Cosgriff, Joseph Casey. “A Peer-Delivered Social Interaction Intervention for High School Students with Autism.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed January 21, 2021. http://hdl.handle.net/1803/12801.

MLA Handbook (7th Edition):

Cosgriff, Joseph Casey. “A Peer-Delivered Social Interaction Intervention for High School Students with Autism.” 2012. Web. 21 Jan 2021.

Vancouver:

Cosgriff JC. A Peer-Delivered Social Interaction Intervention for High School Students with Autism. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1803/12801.

Council of Science Editors:

Cosgriff JC. A Peer-Delivered Social Interaction Intervention for High School Students with Autism. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/12801

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

Degree: MS, Educational Psychology and Counseling, 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.

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

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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 January 21, 2021. 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. 21 Jan 2021.

Vancouver:

Parks M. Improving the social inclusion of children with autism spectrum disorders. [Internet] [Masters thesis]. California State University – Northridge; 2014. [cited 2021 Jan 21]. 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


Jönköping University

21. Xiong, Xuehua. The Studies on Peer-mediated Interventions for children with ASD in school-setting : A Systematic Literature Review from 2008-2018.

Degree: CHILD, 2019, Jönköping University

  Background: Students with ASD are facing challenges in inclusive school settings. Despite some research have explore some components of peer-mediated intervention, there is gap… (more)

Subjects/Keywords: peer-mediated intervention; autism spectrum disorder; school setting; systematic review; Social Sciences; Samhällsvetenskap

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APA (6th Edition):

Xiong, X. (2019). The Studies on Peer-mediated Interventions for children with ASD in school-setting : A Systematic Literature Review from 2008-2018. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-47172

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):

Xiong, Xuehua. “The Studies on Peer-mediated Interventions for children with ASD in school-setting : A Systematic Literature Review from 2008-2018.” 2019. Thesis, Jönköping University. Accessed January 21, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-47172.

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

MLA Handbook (7th Edition):

Xiong, Xuehua. “The Studies on Peer-mediated Interventions for children with ASD in school-setting : A Systematic Literature Review from 2008-2018.” 2019. Web. 21 Jan 2021.

Vancouver:

Xiong X. The Studies on Peer-mediated Interventions for children with ASD in school-setting : A Systematic Literature Review from 2008-2018. [Internet] [Thesis]. Jönköping University; 2019. [cited 2021 Jan 21]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-47172.

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

Council of Science Editors:

Xiong X. The Studies on Peer-mediated Interventions for children with ASD in school-setting : A Systematic Literature Review from 2008-2018. [Thesis]. Jönköping University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-47172

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


University of Southern Mississippi

22. 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 January 21, 2021. 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. 21 Jan 2021.

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 2021 Jan 21]. 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 Toronto

23. Katz, Esther Ruch. Promoting Interactions in Preschoolers with Autism Spectrum Disorder via Peer-mediated Intervention.

Degree: PhD, 2014, University of Toronto

 The purpose of this dissertation is to develop and examine the efficacy of a social skills intervention program that was delivered to preschoolers with Autism… (more)

Subjects/Keywords: autism spectrum disorder; peer-mediated intervention; preschoolers; single subject design; social interaction; 0529

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APA (6th Edition):

Katz, E. R. (2014). Promoting Interactions in Preschoolers with Autism Spectrum Disorder via Peer-mediated Intervention. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68479

Chicago Manual of Style (16th Edition):

Katz, Esther Ruch. “Promoting Interactions in Preschoolers with Autism Spectrum Disorder via Peer-mediated Intervention.” 2014. Doctoral Dissertation, University of Toronto. Accessed January 21, 2021. http://hdl.handle.net/1807/68479.

MLA Handbook (7th Edition):

Katz, Esther Ruch. “Promoting Interactions in Preschoolers with Autism Spectrum Disorder via Peer-mediated Intervention.” 2014. Web. 21 Jan 2021.

Vancouver:

Katz ER. Promoting Interactions in Preschoolers with Autism Spectrum Disorder via Peer-mediated Intervention. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1807/68479.

Council of Science Editors:

Katz ER. Promoting Interactions in Preschoolers with Autism Spectrum Disorder via Peer-mediated Intervention. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68479


University of Kentucky

24. Rhodes, Alice L. EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS.

Degree: 2016, University of Kentucky

 Recent Federal education reform and legislation (Individuals with Disabilities Education Act, 1997, 2004; No Child Left Behind Act, 2001) have shifted to emphasize the inclusion… (more)

Subjects/Keywords: peer-mediated instruction; inclusion; AAC; communication; Disability and Equity in Education; Special Education and Teaching

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APA (6th Edition):

Rhodes, A. L. (2016). EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/36

Chicago Manual of Style (16th Edition):

Rhodes, Alice L. “EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS.” 2016. Doctoral Dissertation, University of Kentucky. Accessed January 21, 2021. https://uknowledge.uky.edu/edsrc_etds/36.

MLA Handbook (7th Edition):

Rhodes, Alice L. “EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS.” 2016. Web. 21 Jan 2021.

Vancouver:

Rhodes AL. EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS. [Internet] [Doctoral dissertation]. University of Kentucky; 2016. [cited 2021 Jan 21]. Available from: https://uknowledge.uky.edu/edsrc_etds/36.

Council of Science Editors:

Rhodes AL. EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS. [Doctoral Dissertation]. University of Kentucky; 2016. Available from: https://uknowledge.uky.edu/edsrc_etds/36


University of Kentucky

25. Graessle, Lindsey R. THE USE OF TECHNOLOGY TO IMPLEMENT PEER MEDIATED INTERVENTION: STUDENTS WITH AUTISM AS TUTORS AND TUTEES.

Degree: 2018, University of Kentucky

Peer mediated interventions have been effective in teaching academic and social skills to students with disabilities. The present study assesses the effectiveness of students with… (more)

Subjects/Keywords: Autism spectrum disorder; peer-mediated intervention; simultaneous prompting; technology; social initiations; Special Education and Teaching

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APA (6th Edition):

Graessle, L. R. (2018). THE USE OF TECHNOLOGY TO IMPLEMENT PEER MEDIATED INTERVENTION: STUDENTS WITH AUTISM AS TUTORS AND TUTEES. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/58

Chicago Manual of Style (16th Edition):

Graessle, Lindsey R. “THE USE OF TECHNOLOGY TO IMPLEMENT PEER MEDIATED INTERVENTION: STUDENTS WITH AUTISM AS TUTORS AND TUTEES.” 2018. Masters Thesis, University of Kentucky. Accessed January 21, 2021. https://uknowledge.uky.edu/edsrc_etds/58.

MLA Handbook (7th Edition):

Graessle, Lindsey R. “THE USE OF TECHNOLOGY TO IMPLEMENT PEER MEDIATED INTERVENTION: STUDENTS WITH AUTISM AS TUTORS AND TUTEES.” 2018. Web. 21 Jan 2021.

Vancouver:

Graessle LR. THE USE OF TECHNOLOGY TO IMPLEMENT PEER MEDIATED INTERVENTION: STUDENTS WITH AUTISM AS TUTORS AND TUTEES. [Internet] [Masters thesis]. University of Kentucky; 2018. [cited 2021 Jan 21]. Available from: https://uknowledge.uky.edu/edsrc_etds/58.

Council of Science Editors:

Graessle LR. THE USE OF TECHNOLOGY TO IMPLEMENT PEER MEDIATED INTERVENTION: STUDENTS WITH AUTISM AS TUTORS AND TUTEES. [Masters Thesis]. University of Kentucky; 2018. Available from: https://uknowledge.uky.edu/edsrc_etds/58


University of Washington

26. Mahoney, Michael W William Mark. Peer-Mediated Instruction and Interventions Supporting the Academic Engagement of Secondary Students with Autism Spectrum Disorder.

Degree: PhD, 2019, University of Washington

 This study examined the use of a peer-mediated instruction and intervention model (PMI) in combination with priming and the use of a visual activity checklist… (more)

Subjects/Keywords: academic engagement; activity schedules; autism spectrum disorder (ASD); peer-mediated instruction and interventions (PMI); secondary; Special education; Education; Education - Seattle

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APA (6th Edition):

Mahoney, M. W. W. M. (2019). Peer-Mediated Instruction and Interventions Supporting the Academic Engagement of Secondary Students with Autism Spectrum Disorder. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/44169

Chicago Manual of Style (16th Edition):

Mahoney, Michael W William Mark. “Peer-Mediated Instruction and Interventions Supporting the Academic Engagement of Secondary Students with Autism Spectrum Disorder.” 2019. Doctoral Dissertation, University of Washington. Accessed January 21, 2021. http://hdl.handle.net/1773/44169.

MLA Handbook (7th Edition):

Mahoney, Michael W William Mark. “Peer-Mediated Instruction and Interventions Supporting the Academic Engagement of Secondary Students with Autism Spectrum Disorder.” 2019. Web. 21 Jan 2021.

Vancouver:

Mahoney MWWM. Peer-Mediated Instruction and Interventions Supporting the Academic Engagement of Secondary Students with Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. University of Washington; 2019. [cited 2021 Jan 21]. Available from: http://hdl.handle.net/1773/44169.

Council of Science Editors:

Mahoney MWWM. Peer-Mediated Instruction and Interventions Supporting the Academic Engagement of Secondary Students with Autism Spectrum Disorder. [Doctoral Dissertation]. University of Washington; 2019. Available from: http://hdl.handle.net/1773/44169


Louisiana State University

27. 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 January 21, 2021. 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. 21 Jan 2021.

Vancouver:

Dart EH. Utilizing students as behavior change agents : an example using check-in/check-out. [Internet] [Doctoral dissertation]. Louisiana State University; 2013. [cited 2021 Jan 21]. 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 Kentucky

28. 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 https://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 January 21, 2021. https://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. 21 Jan 2021.

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 2021 Jan 21]. Available from: https://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: https://uknowledge.uky.edu/edsrc_etds/15


University of Kentucky

29. Bloyd, Ellen S. The Effects of Peer Mediated Instruction to Teach Math Skills to Middle School Students.

Degree: 2015, University of Kentucky

 The purpose of this study was to determine if there was a functional relation between a peer-delivered modified system of least prompts procedure (SLP) and… (more)

Subjects/Keywords: Mild and severe disabilities; system of least prompts; peer mediated instruction; academic math skills; middle school; Education; Special Education and Teaching

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

APA (6th Edition):

Bloyd, E. S. (2015). The Effects of Peer Mediated Instruction to Teach Math Skills to Middle School Students. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/17

Chicago Manual of Style (16th Edition):

Bloyd, Ellen S. “The Effects of Peer Mediated Instruction to Teach Math Skills to Middle School Students.” 2015. Masters Thesis, University of Kentucky. Accessed January 21, 2021. https://uknowledge.uky.edu/edsrc_etds/17.

MLA Handbook (7th Edition):

Bloyd, Ellen S. “The Effects of Peer Mediated Instruction to Teach Math Skills to Middle School Students.” 2015. Web. 21 Jan 2021.

Vancouver:

Bloyd ES. The Effects of Peer Mediated Instruction to Teach Math Skills to Middle School Students. [Internet] [Masters thesis]. University of Kentucky; 2015. [cited 2021 Jan 21]. Available from: https://uknowledge.uky.edu/edsrc_etds/17.

Council of Science Editors:

Bloyd ES. The Effects of Peer Mediated Instruction to Teach Math Skills to Middle School Students. [Masters Thesis]. University of Kentucky; 2015. Available from: https://uknowledge.uky.edu/edsrc_etds/17


University of Kentucky

30. Colston, Alyssa. A SYSTEMATIC REVIEW OF PEER-MEDIATED INTERVENTIONS AND TOPIC MAINTENANCE FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER.

Degree: 2020, University of Kentucky

 The purpose of the study was to evaluate the current literature on the use of peer mediated instruction to address topic maintenance for indiviuals with… (more)

Subjects/Keywords: Peer-mediated instruction; autism; topic maintenance; Educational Psychology; Junior High, Intermediate, Middle School Education and Teaching; Special Education and Teaching

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

APA (6th Edition):

Colston, A. (2020). A SYSTEMATIC REVIEW OF PEER-MEDIATED INTERVENTIONS AND TOPIC MAINTENANCE FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/91

Chicago Manual of Style (16th Edition):

Colston, Alyssa. “A SYSTEMATIC REVIEW OF PEER-MEDIATED INTERVENTIONS AND TOPIC MAINTENANCE FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER.” 2020. Masters Thesis, University of Kentucky. Accessed January 21, 2021. https://uknowledge.uky.edu/edsrc_etds/91.

MLA Handbook (7th Edition):

Colston, Alyssa. “A SYSTEMATIC REVIEW OF PEER-MEDIATED INTERVENTIONS AND TOPIC MAINTENANCE FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER.” 2020. Web. 21 Jan 2021.

Vancouver:

Colston A. A SYSTEMATIC REVIEW OF PEER-MEDIATED INTERVENTIONS AND TOPIC MAINTENANCE FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER. [Internet] [Masters thesis]. University of Kentucky; 2020. [cited 2021 Jan 21]. Available from: https://uknowledge.uky.edu/edsrc_etds/91.

Council of Science Editors:

Colston A. A SYSTEMATIC REVIEW OF PEER-MEDIATED INTERVENTIONS AND TOPIC MAINTENANCE FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDER. [Masters Thesis]. University of Kentucky; 2020. Available from: https://uknowledge.uky.edu/edsrc_etds/91

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