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You searched for subject:(positive behavior support). Showing records 1 – 30 of 153 total matches.

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Loyola University Chicago

1. McArdle, Lauren. High School Teacher Attitudes Toward Implementing Positive Behavior Support Systems.

Degree: PhD, School Psychology, 2011, Loyola University Chicago

Positive behavior support (PBS) is a systems change effort that entails explicitly teaching expected social behaviors and rewarding students for behaving appropriately. Additionally, PBS… (more)

Subjects/Keywords: high schools; positive behavior support; Educational Psychology

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

APA (6th Edition):

McArdle, L. (2011). High School Teacher Attitudes Toward Implementing Positive Behavior Support Systems. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/135

Chicago Manual of Style (16th Edition):

McArdle, Lauren. “High School Teacher Attitudes Toward Implementing Positive Behavior Support Systems.” 2011. Doctoral Dissertation, Loyola University Chicago. Accessed December 01, 2020. https://ecommons.luc.edu/luc_diss/135.

MLA Handbook (7th Edition):

McArdle, Lauren. “High School Teacher Attitudes Toward Implementing Positive Behavior Support Systems.” 2011. Web. 01 Dec 2020.

Vancouver:

McArdle L. High School Teacher Attitudes Toward Implementing Positive Behavior Support Systems. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2011. [cited 2020 Dec 01]. Available from: https://ecommons.luc.edu/luc_diss/135.

Council of Science Editors:

McArdle L. High School Teacher Attitudes Toward Implementing Positive Behavior Support Systems. [Doctoral Dissertation]. Loyola University Chicago; 2011. Available from: https://ecommons.luc.edu/luc_diss/135


University of Iceland

2. Ragnheiður Sif Gunnarsdóttir 1978-. Stuðningur við jákvæða hegðun (PBS): Árangursmat með beinum áhorfsmælingum .

Degree: 2011, University of Iceland

 Í þessari ritgerð er fjallað um niðurstöður rannsóknar, þar sem árangursmat var gert með beinum áhorfsmælingum til að meta árangur af hegðunarstjórnunarkerfinu „Stuðningur við jákvæða… (more)

Subjects/Keywords: Sálfræði; Hegðunarvandamál; Frammistöðumat; Positive behavior support

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APA (6th Edition):

1978-, R. S. G. (2011). Stuðningur við jákvæða hegðun (PBS): Árangursmat með beinum áhorfsmælingum . (Thesis). University of Iceland. Retrieved from http://hdl.handle.net/1946/7562

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):

1978-, Ragnheiður Sif Gunnarsdóttir. “Stuðningur við jákvæða hegðun (PBS): Árangursmat með beinum áhorfsmælingum .” 2011. Thesis, University of Iceland. Accessed December 01, 2020. http://hdl.handle.net/1946/7562.

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

MLA Handbook (7th Edition):

1978-, Ragnheiður Sif Gunnarsdóttir. “Stuðningur við jákvæða hegðun (PBS): Árangursmat með beinum áhorfsmælingum .” 2011. Web. 01 Dec 2020.

Vancouver:

1978- RSG. Stuðningur við jákvæða hegðun (PBS): Árangursmat með beinum áhorfsmælingum . [Internet] [Thesis]. University of Iceland; 2011. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/1946/7562.

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

Council of Science Editors:

1978- RSG. Stuðningur við jákvæða hegðun (PBS): Árangursmat með beinum áhorfsmælingum . [Thesis]. University of Iceland; 2011. Available from: http://hdl.handle.net/1946/7562

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


Boise State University

3. Bubak, Katie. Implementing the Universal Tier of Schoolwide Positive Behavior Interventions and Supports.

Degree: 2013, Boise State University

 Public schools are confronted with establishing productive teaching and learning environments. Not only can students’ challenging behavior soak up educators’ time and resources, but these… (more)

Subjects/Keywords: Positive Behavior Support; SWPBIS; implmentation; Education

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

APA (6th Edition):

Bubak, K. (2013). Implementing the Universal Tier of Schoolwide Positive Behavior Interventions and Supports. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/749

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):

Bubak, Katie. “Implementing the Universal Tier of Schoolwide Positive Behavior Interventions and Supports.” 2013. Thesis, Boise State University. Accessed December 01, 2020. https://scholarworks.boisestate.edu/td/749.

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

MLA Handbook (7th Edition):

Bubak, Katie. “Implementing the Universal Tier of Schoolwide Positive Behavior Interventions and Supports.” 2013. Web. 01 Dec 2020.

Vancouver:

Bubak K. Implementing the Universal Tier of Schoolwide Positive Behavior Interventions and Supports. [Internet] [Thesis]. Boise State University; 2013. [cited 2020 Dec 01]. Available from: https://scholarworks.boisestate.edu/td/749.

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

Council of Science Editors:

Bubak K. Implementing the Universal Tier of Schoolwide Positive Behavior Interventions and Supports. [Thesis]. Boise State University; 2013. Available from: https://scholarworks.boisestate.edu/td/749

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


Utah State University

4. Woidneck, Michelle. Exploring the Relation Between Office Discipline Referrals and Reinforcement Rates in Schoolwide Positive Behavior Support Programs.

Degree: Educational Specialist (EdS), Psychology, 2011, Utah State University

 The implementation of schoolwide positive behavioral support (SWPBS) programs is becoming increasingly common in schools across the nation. Although a primary assumption of SWPBS is… (more)

Subjects/Keywords: Positive behavior support; Educational Psychology; Psychology

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

APA (6th Edition):

Woidneck, M. (2011). Exploring the Relation Between Office Discipline Referrals and Reinforcement Rates in Schoolwide Positive Behavior Support Programs. (Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/853

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):

Woidneck, Michelle. “Exploring the Relation Between Office Discipline Referrals and Reinforcement Rates in Schoolwide Positive Behavior Support Programs.” 2011. Thesis, Utah State University. Accessed December 01, 2020. https://digitalcommons.usu.edu/etd/853.

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

MLA Handbook (7th Edition):

Woidneck, Michelle. “Exploring the Relation Between Office Discipline Referrals and Reinforcement Rates in Schoolwide Positive Behavior Support Programs.” 2011. Web. 01 Dec 2020.

Vancouver:

Woidneck M. Exploring the Relation Between Office Discipline Referrals and Reinforcement Rates in Schoolwide Positive Behavior Support Programs. [Internet] [Thesis]. Utah State University; 2011. [cited 2020 Dec 01]. Available from: https://digitalcommons.usu.edu/etd/853.

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

Council of Science Editors:

Woidneck M. Exploring the Relation Between Office Discipline Referrals and Reinforcement Rates in Schoolwide Positive Behavior Support Programs. [Thesis]. Utah State University; 2011. Available from: https://digitalcommons.usu.edu/etd/853

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

5. Greminger, Naomi A. Teacher Attitudes Toward the Implementation of Positive Behavior Support Plans .

Degree: 2012, California State University – San Marcos

 With the reauthorization of IDEIA 2004 schools are emphasizing the need for students to have access to the general education curriculum. In doing so, general… (more)

Subjects/Keywords: Positive Behavior Support Plans; Teacher Attitudes; Implementation of Positive Behavior Support Plans

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

APA (6th Edition):

Greminger, N. A. (2012). Teacher Attitudes Toward the Implementation of Positive Behavior Support Plans . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/265

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):

Greminger, Naomi A. “Teacher Attitudes Toward the Implementation of Positive Behavior Support Plans .” 2012. Thesis, California State University – San Marcos. Accessed December 01, 2020. http://hdl.handle.net/10211.8/265.

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

MLA Handbook (7th Edition):

Greminger, Naomi A. “Teacher Attitudes Toward the Implementation of Positive Behavior Support Plans .” 2012. Web. 01 Dec 2020.

Vancouver:

Greminger NA. Teacher Attitudes Toward the Implementation of Positive Behavior Support Plans . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10211.8/265.

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

Council of Science Editors:

Greminger NA. Teacher Attitudes Toward the Implementation of Positive Behavior Support Plans . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/265

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


Vanderbilt University

6. Crnobori, Mary Elizabeth. Teacher Perceptions of Functional Behavioral Assessments and Behavior Intervention Plans for General Education Students.

Degree: PhD, Special Education, 2016, Vanderbilt University

 Ample evidence supports functional behavioral assessments (FBA) and function-based behavior intervention plans (BIP) as an efficacious intervention method under controlled and supportive research conditions for… (more)

Subjects/Keywords: challenging behavior; behavior analysis; survey; positive behavior support

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

APA (6th Edition):

Crnobori, M. E. (2016). Teacher Perceptions of Functional Behavioral Assessments and Behavior Intervention Plans for General Education Students. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/15160

Chicago Manual of Style (16th Edition):

Crnobori, Mary Elizabeth. “Teacher Perceptions of Functional Behavioral Assessments and Behavior Intervention Plans for General Education Students.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed December 01, 2020. http://hdl.handle.net/1803/15160.

MLA Handbook (7th Edition):

Crnobori, Mary Elizabeth. “Teacher Perceptions of Functional Behavioral Assessments and Behavior Intervention Plans for General Education Students.” 2016. Web. 01 Dec 2020.

Vancouver:

Crnobori ME. Teacher Perceptions of Functional Behavioral Assessments and Behavior Intervention Plans for General Education Students. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/1803/15160.

Council of Science Editors:

Crnobori ME. Teacher Perceptions of Functional Behavioral Assessments and Behavior Intervention Plans for General Education Students. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://hdl.handle.net/1803/15160


University of Melbourne

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

Degree: 2011, University of Melbourne

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

WILSON, KAREN. “The effectiveness of individualised positive behaviour support for Victorian primary school students with emotional or behavioural disorders.” 2011. Masters Thesis, University of Melbourne. Accessed December 01, 2020. http://hdl.handle.net/11343/37046.

MLA Handbook (7th Edition):

WILSON, KAREN. “The effectiveness of individualised positive behaviour support for Victorian primary school students with emotional or behavioural disorders.” 2011. Web. 01 Dec 2020.

Vancouver:

WILSON K. The effectiveness of individualised positive behaviour support for Victorian primary school students with emotional or behavioural disorders. [Internet] [Masters thesis]. University of Melbourne; 2011. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/11343/37046.

Council of Science Editors:

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


Queensland University of Technology

8. Ayre, Kay Elizabeth. Disengaged and disruptive : behaviour intervention for boys from year four to year seven.

Degree: 2013, Queensland University of Technology

 Disengaged and disruptive students have been an ongoing concern for teachers for many years. Teaching is complex—complex students with complex lives and complex behaviours. How… (more)

Subjects/Keywords: adolescence; behaviour; boys; consultation; disengaged; disruptive; engagement;

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

APA (6th Edition):

Ayre, K. E. (2013). Disengaged and disruptive : behaviour intervention for boys from year four to year seven. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/64449/

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):

Ayre, Kay Elizabeth. “Disengaged and disruptive : behaviour intervention for boys from year four to year seven.” 2013. Thesis, Queensland University of Technology. Accessed December 01, 2020. https://eprints.qut.edu.au/64449/.

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

MLA Handbook (7th Edition):

Ayre, Kay Elizabeth. “Disengaged and disruptive : behaviour intervention for boys from year four to year seven.” 2013. Web. 01 Dec 2020.

Vancouver:

Ayre KE. Disengaged and disruptive : behaviour intervention for boys from year four to year seven. [Internet] [Thesis]. Queensland University of Technology; 2013. [cited 2020 Dec 01]. Available from: https://eprints.qut.edu.au/64449/.

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

Council of Science Editors:

Ayre KE. Disengaged and disruptive : behaviour intervention for boys from year four to year seven. [Thesis]. Queensland University of Technology; 2013. Available from: https://eprints.qut.edu.au/64449/

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


Vanderbilt University

9. Adams, Jessie Morris. Assessing the Effectiveness of Individualized Behavior Support Interventions for Children with Challenging Behavior in Early Care and Education Settings.

Degree: PhD, Special Education, 2012, Vanderbilt University

 The purpose of this study was to evaluate the effectiveness of individualized interventions for young children with persistent challenging behavior. Three children between the ages… (more)

Subjects/Keywords: challenging behavior; preschool; pre-K; positive behavior support; early childhood

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

APA (6th Edition):

Adams, J. M. (2012). Assessing the Effectiveness of Individualized Behavior Support Interventions for Children with Challenging Behavior in Early Care and Education Settings. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14875

Chicago Manual of Style (16th Edition):

Adams, Jessie Morris. “Assessing the Effectiveness of Individualized Behavior Support Interventions for Children with Challenging Behavior in Early Care and Education Settings.” 2012. Doctoral Dissertation, Vanderbilt University. Accessed December 01, 2020. http://hdl.handle.net/1803/14875.

MLA Handbook (7th Edition):

Adams, Jessie Morris. “Assessing the Effectiveness of Individualized Behavior Support Interventions for Children with Challenging Behavior in Early Care and Education Settings.” 2012. Web. 01 Dec 2020.

Vancouver:

Adams JM. Assessing the Effectiveness of Individualized Behavior Support Interventions for Children with Challenging Behavior in Early Care and Education Settings. [Internet] [Doctoral dissertation]. Vanderbilt University; 2012. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/1803/14875.

Council of Science Editors:

Adams JM. Assessing the Effectiveness of Individualized Behavior Support Interventions for Children with Challenging Behavior in Early Care and Education Settings. [Doctoral Dissertation]. Vanderbilt University; 2012. Available from: http://hdl.handle.net/1803/14875


University of North Texas

10. Riney, Summer Sides. Teachers' Perspectives on Student Problematic Behavior and Social Skills.

Degree: 2011, University of North Texas

 The research investigation reported herein examined program outcomes of student problem behavior and social skills, based on teachers' perspectives, before and after early behavioral intervention… (more)

Subjects/Keywords: Social skills; positive behavior support; teachers' perspectives; behavior disorder; early intervention

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

APA (6th Edition):

Riney, S. S. (2011). Teachers' Perspectives on Student Problematic Behavior and Social Skills. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc68039/

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):

Riney, Summer Sides. “Teachers' Perspectives on Student Problematic Behavior and Social Skills.” 2011. Thesis, University of North Texas. Accessed December 01, 2020. https://digital.library.unt.edu/ark:/67531/metadc68039/.

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

MLA Handbook (7th Edition):

Riney, Summer Sides. “Teachers' Perspectives on Student Problematic Behavior and Social Skills.” 2011. Web. 01 Dec 2020.

Vancouver:

Riney SS. Teachers' Perspectives on Student Problematic Behavior and Social Skills. [Internet] [Thesis]. University of North Texas; 2011. [cited 2020 Dec 01]. Available from: https://digital.library.unt.edu/ark:/67531/metadc68039/.

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

Council of Science Editors:

Riney SS. Teachers' Perspectives on Student Problematic Behavior and Social Skills. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc68039/

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


University of South Africa

11. Amare Bayeh Desta. Strategies to support positive sexual behaviour among adolescents attending high schools in Ethiopia .

Degree: 2017, University of South Africa

 The understanding of the patterns of association between positive sexual behaviours and protective factors that have greater impact helps to design appropriate strategies not only… (more)

Subjects/Keywords: Adolescents; Positive sexual behaviour; High school; Strategy; Support

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

APA (6th Edition):

Desta, A. B. (2017). Strategies to support positive sexual behaviour among adolescents attending high schools in Ethiopia . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/24970

Chicago Manual of Style (16th Edition):

Desta, Amare Bayeh. “Strategies to support positive sexual behaviour among adolescents attending high schools in Ethiopia .” 2017. Doctoral Dissertation, University of South Africa. Accessed December 01, 2020. http://hdl.handle.net/10500/24970.

MLA Handbook (7th Edition):

Desta, Amare Bayeh. “Strategies to support positive sexual behaviour among adolescents attending high schools in Ethiopia .” 2017. Web. 01 Dec 2020.

Vancouver:

Desta AB. Strategies to support positive sexual behaviour among adolescents attending high schools in Ethiopia . [Internet] [Doctoral dissertation]. University of South Africa; 2017. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10500/24970.

Council of Science Editors:

Desta AB. Strategies to support positive sexual behaviour among adolescents attending high schools in Ethiopia . [Doctoral Dissertation]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24970


University of Newcastle

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

Degree: PhD, 2014, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Opartkiattikul, Watinee. “The implementation of a professional development program in functional behavioural assessment in selected elementary schools in Thailand.” 2014. Doctoral Dissertation, University of Newcastle. Accessed December 01, 2020. http://hdl.handle.net/1959.13/1042238.

MLA Handbook (7th Edition):

Opartkiattikul, Watinee. “The implementation of a professional development program in functional behavioural assessment in selected elementary schools in Thailand.” 2014. Web. 01 Dec 2020.

Vancouver:

Opartkiattikul W. The implementation of a professional development program in functional behavioural assessment in selected elementary schools in Thailand. [Internet] [Doctoral dissertation]. University of Newcastle; 2014. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/1959.13/1042238.

Council of Science Editors:

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

13. Larkin, Kelly. Applied Behaviour Analysis versus Positive Behaviour Support: Using an Implicit Measure (IRAP) to evaluate influence of terminology on Social Acceptance.

Degree: 2014, RIAN

 Study 1 examined whether terminology affected naive college participants’ (N=60) implicit and explicit rating evaluations of Applied Behaviour Analysis (ABA) and Positive Behaviour Support (PBS)… (more)

Subjects/Keywords: Applied Behaviour Analysis; Positive Behaviour Support; Implicit Measure; IRAP; evaluate influence; terminology; Social Acceptance

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

APA (6th Edition):

Larkin, K. (2014). Applied Behaviour Analysis versus Positive Behaviour Support: Using an Implicit Measure (IRAP) to evaluate influence of terminology on Social Acceptance. (Thesis). RIAN. Retrieved from http://eprints.maynoothuniversity.ie/7739/

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):

Larkin, Kelly. “Applied Behaviour Analysis versus Positive Behaviour Support: Using an Implicit Measure (IRAP) to evaluate influence of terminology on Social Acceptance.” 2014. Thesis, RIAN. Accessed December 01, 2020. http://eprints.maynoothuniversity.ie/7739/.

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

MLA Handbook (7th Edition):

Larkin, Kelly. “Applied Behaviour Analysis versus Positive Behaviour Support: Using an Implicit Measure (IRAP) to evaluate influence of terminology on Social Acceptance.” 2014. Web. 01 Dec 2020.

Vancouver:

Larkin K. Applied Behaviour Analysis versus Positive Behaviour Support: Using an Implicit Measure (IRAP) to evaluate influence of terminology on Social Acceptance. [Internet] [Thesis]. RIAN; 2014. [cited 2020 Dec 01]. Available from: http://eprints.maynoothuniversity.ie/7739/.

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

Council of Science Editors:

Larkin K. Applied Behaviour Analysis versus Positive Behaviour Support: Using an Implicit Measure (IRAP) to evaluate influence of terminology on Social Acceptance. [Thesis]. RIAN; 2014. Available from: http://eprints.maynoothuniversity.ie/7739/

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

14. Larkin, Kelly. Applied Behaviour Analysis versus Positive Behaviour Support: Using an Implicit Measure (IRAP) to evaluate influence of terminology on Social Acceptance.

Degree: 2014, RIAN

 Study 1 examined whether terminology affected naive college participants’ (N=60) implicit and explicit rating evaluations of Applied Behaviour Analysis (ABA) and Positive Behaviour Support (PBS)… (more)

Subjects/Keywords: Applied Behaviour Analysis; Positive Behaviour Support; Implicit Measure; IRAP; evaluate influence; terminology; Social Acceptance

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

APA (6th Edition):

Larkin, K. (2014). Applied Behaviour Analysis versus Positive Behaviour Support: Using an Implicit Measure (IRAP) to evaluate influence of terminology on Social Acceptance. (Thesis). RIAN. Retrieved from http://mural.maynoothuniversity.ie/7739/

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):

Larkin, Kelly. “Applied Behaviour Analysis versus Positive Behaviour Support: Using an Implicit Measure (IRAP) to evaluate influence of terminology on Social Acceptance.” 2014. Thesis, RIAN. Accessed December 01, 2020. http://mural.maynoothuniversity.ie/7739/.

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

MLA Handbook (7th Edition):

Larkin, Kelly. “Applied Behaviour Analysis versus Positive Behaviour Support: Using an Implicit Measure (IRAP) to evaluate influence of terminology on Social Acceptance.” 2014. Web. 01 Dec 2020.

Vancouver:

Larkin K. Applied Behaviour Analysis versus Positive Behaviour Support: Using an Implicit Measure (IRAP) to evaluate influence of terminology on Social Acceptance. [Internet] [Thesis]. RIAN; 2014. [cited 2020 Dec 01]. Available from: http://mural.maynoothuniversity.ie/7739/.

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

Council of Science Editors:

Larkin K. Applied Behaviour Analysis versus Positive Behaviour Support: Using an Implicit Measure (IRAP) to evaluate influence of terminology on Social Acceptance. [Thesis]. RIAN; 2014. Available from: http://mural.maynoothuniversity.ie/7739/

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


University of Oregon

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

Degree: 2012, University of Oregon

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Strickland-Cohen, Monica. “An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Behavioral Assessment Information.” 2012. Thesis, University of Oregon. Accessed December 01, 2020. http://hdl.handle.net/1794/12550.

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

MLA Handbook (7th Edition):

Strickland-Cohen, Monica. “An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Behavioral Assessment Information.” 2012. Web. 01 Dec 2020.

Vancouver:

Strickland-Cohen M. An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Behavioral Assessment Information. [Internet] [Thesis]. University of Oregon; 2012. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/1794/12550.

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

Council of Science Editors:

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

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


University of Utah

16. Sabey, Christian Vance. The social validity of schoolwide positive behavior supports in Utah schools: a student perspective.

Degree: MS, Educational Psychology, 2011, University of Utah

 Schoolwide Positive Behavior and Supports (SWPBS) are being used in thousands of schools throughout the United States with many positive results, including decreased office discipline… (more)

Subjects/Keywords: Schoolwide positive behavior support; Social validity; Student perspective

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APA (6th Edition):

Sabey, C. V. (2011). The social validity of schoolwide positive behavior supports in Utah schools: a student perspective. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/446/rec/2677

Chicago Manual of Style (16th Edition):

Sabey, Christian Vance. “The social validity of schoolwide positive behavior supports in Utah schools: a student perspective.” 2011. Masters Thesis, University of Utah. Accessed December 01, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/446/rec/2677.

MLA Handbook (7th Edition):

Sabey, Christian Vance. “The social validity of schoolwide positive behavior supports in Utah schools: a student perspective.” 2011. Web. 01 Dec 2020.

Vancouver:

Sabey CV. The social validity of schoolwide positive behavior supports in Utah schools: a student perspective. [Internet] [Masters thesis]. University of Utah; 2011. [cited 2020 Dec 01]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/446/rec/2677.

Council of Science Editors:

Sabey CV. The social validity of schoolwide positive behavior supports in Utah schools: a student perspective. [Masters Thesis]. University of Utah; 2011. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/446/rec/2677


Vanderbilt University

17. Cunningham, Jennifer Elizabeth. Exploring the Relationship Between Positive Behavior Support and Language Supporting Interactions in Preschool Classrooms.

Degree: PhD, Special Education, 2018, Vanderbilt University

 Meta-analyses examining professional development efforts to enhance the quality of language instruction in preschool classrooms found that such trainings result in small, non-significant effects on… (more)

Subjects/Keywords: Early language development; positive behavior support; preschool classrooms

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APA (6th Edition):

Cunningham, J. E. (2018). Exploring the Relationship Between Positive Behavior Support and Language Supporting Interactions in Preschool Classrooms. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14317

Chicago Manual of Style (16th Edition):

Cunningham, Jennifer Elizabeth. “Exploring the Relationship Between Positive Behavior Support and Language Supporting Interactions in Preschool Classrooms.” 2018. Doctoral Dissertation, Vanderbilt University. Accessed December 01, 2020. http://hdl.handle.net/1803/14317.

MLA Handbook (7th Edition):

Cunningham, Jennifer Elizabeth. “Exploring the Relationship Between Positive Behavior Support and Language Supporting Interactions in Preschool Classrooms.” 2018. Web. 01 Dec 2020.

Vancouver:

Cunningham JE. Exploring the Relationship Between Positive Behavior Support and Language Supporting Interactions in Preschool Classrooms. [Internet] [Doctoral dissertation]. Vanderbilt University; 2018. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/1803/14317.

Council of Science Editors:

Cunningham JE. Exploring the Relationship Between Positive Behavior Support and Language Supporting Interactions in Preschool Classrooms. [Doctoral Dissertation]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/14317

18. Oliver, Kelsey. Following Parent Lead: Outcomes of a Brief, Individualized Pivotal Response Treatment Education Program for Parents of Children Newly Diagnosed with Autism.

Degree: 2018, University of California – eScholarship, University of California

 Families whose child has recently received a diagnosis of autism are a unique population in particular need of support and guidance. These parents often experience… (more)

Subjects/Keywords: Special education; autism; parent education; Pivotal Response Treatment; Positive Behavior Support

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APA (6th Edition):

Oliver, K. (2018). Following Parent Lead: Outcomes of a Brief, Individualized Pivotal Response Treatment Education Program for Parents of Children Newly Diagnosed with Autism. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/0jj6004q

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):

Oliver, Kelsey. “Following Parent Lead: Outcomes of a Brief, Individualized Pivotal Response Treatment Education Program for Parents of Children Newly Diagnosed with Autism.” 2018. Thesis, University of California – eScholarship, University of California. Accessed December 01, 2020. http://www.escholarship.org/uc/item/0jj6004q.

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

MLA Handbook (7th Edition):

Oliver, Kelsey. “Following Parent Lead: Outcomes of a Brief, Individualized Pivotal Response Treatment Education Program for Parents of Children Newly Diagnosed with Autism.” 2018. Web. 01 Dec 2020.

Vancouver:

Oliver K. Following Parent Lead: Outcomes of a Brief, Individualized Pivotal Response Treatment Education Program for Parents of Children Newly Diagnosed with Autism. [Internet] [Thesis]. University of California – eScholarship, University of California; 2018. [cited 2020 Dec 01]. Available from: http://www.escholarship.org/uc/item/0jj6004q.

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

Council of Science Editors:

Oliver K. Following Parent Lead: Outcomes of a Brief, Individualized Pivotal Response Treatment Education Program for Parents of Children Newly Diagnosed with Autism. [Thesis]. University of California – eScholarship, University of California; 2018. Available from: http://www.escholarship.org/uc/item/0jj6004q

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


Lehigh University

19. Bomgardner, Georgia Dare. ADHD in Early Childhood: Predictors of Change Related to Treatment and Development.

Degree: PhD, School Psychology, 2019, Lehigh University

 Attention-deficit/hyperactivity disorder (ADHD) affects up to 11% of individuals, causing impairment in academic, social, and work abilities. The trajectory of ADHD symptomology can be impacted… (more)

Subjects/Keywords: ADHD; Parenting; Positive Behavior Support; Preschool; School Psychology

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APA (6th Edition):

Bomgardner, G. D. (2019). ADHD in Early Childhood: Predictors of Change Related to Treatment and Development. (Doctoral Dissertation). Lehigh University. Retrieved from https://preserve.lehigh.edu/etd/5586

Chicago Manual of Style (16th Edition):

Bomgardner, Georgia Dare. “ADHD in Early Childhood: Predictors of Change Related to Treatment and Development.” 2019. Doctoral Dissertation, Lehigh University. Accessed December 01, 2020. https://preserve.lehigh.edu/etd/5586.

MLA Handbook (7th Edition):

Bomgardner, Georgia Dare. “ADHD in Early Childhood: Predictors of Change Related to Treatment and Development.” 2019. Web. 01 Dec 2020.

Vancouver:

Bomgardner GD. ADHD in Early Childhood: Predictors of Change Related to Treatment and Development. [Internet] [Doctoral dissertation]. Lehigh University; 2019. [cited 2020 Dec 01]. Available from: https://preserve.lehigh.edu/etd/5586.

Council of Science Editors:

Bomgardner GD. ADHD in Early Childhood: Predictors of Change Related to Treatment and Development. [Doctoral Dissertation]. Lehigh University; 2019. Available from: https://preserve.lehigh.edu/etd/5586


Louisiana State University

20. Botos, Michelle Farnsworth. Using a multi-level model to examine the fidelity of implementation of school-wide positive behavior intervention support and its relationship to academic achievement in Louisiana.

Degree: PhD, Education, 2012, Louisiana State University

 This study is to examine if implementation of the universal level of PBS is related to student achievement on the LEAP and iLEAP examinations administered… (more)

Subjects/Keywords: academic achievement; positive behavior interventions and support; multilevel model

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APA (6th Edition):

Botos, M. F. (2012). Using a multi-level model to examine the fidelity of implementation of school-wide positive behavior intervention support and its relationship to academic achievement in Louisiana. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-01042013-105013 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1124

Chicago Manual of Style (16th Edition):

Botos, Michelle Farnsworth. “Using a multi-level model to examine the fidelity of implementation of school-wide positive behavior intervention support and its relationship to academic achievement in Louisiana.” 2012. Doctoral Dissertation, Louisiana State University. Accessed December 01, 2020. etd-01042013-105013 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1124.

MLA Handbook (7th Edition):

Botos, Michelle Farnsworth. “Using a multi-level model to examine the fidelity of implementation of school-wide positive behavior intervention support and its relationship to academic achievement in Louisiana.” 2012. Web. 01 Dec 2020.

Vancouver:

Botos MF. Using a multi-level model to examine the fidelity of implementation of school-wide positive behavior intervention support and its relationship to academic achievement in Louisiana. [Internet] [Doctoral dissertation]. Louisiana State University; 2012. [cited 2020 Dec 01]. Available from: etd-01042013-105013 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1124.

Council of Science Editors:

Botos MF. Using a multi-level model to examine the fidelity of implementation of school-wide positive behavior intervention support and its relationship to academic achievement in Louisiana. [Doctoral Dissertation]. Louisiana State University; 2012. Available from: etd-01042013-105013 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1124


California State University – Sacramento

21. Medved, Shannon Virginia. The use of an interdependent group contingency to increase engagement of elementary students with autism spectrum disorder.

Degree: MA, Education (Special Education, 2016, California State University – Sacramento

 It is common for students with autism spectrum disorder (ASD) to exhibit repetitive behaviors and have high levels of inattention which can lead to decreased… (more)

Subjects/Keywords: Classwide reward system; Group contingency; Positive behavior support

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

APA (6th Edition):

Medved, S. V. (2016). The use of an interdependent group contingency to increase engagement of elementary students with autism spectrum disorder. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/182701

Chicago Manual of Style (16th Edition):

Medved, Shannon Virginia. “The use of an interdependent group contingency to increase engagement of elementary students with autism spectrum disorder.” 2016. Masters Thesis, California State University – Sacramento. Accessed December 01, 2020. http://hdl.handle.net/10211.3/182701.

MLA Handbook (7th Edition):

Medved, Shannon Virginia. “The use of an interdependent group contingency to increase engagement of elementary students with autism spectrum disorder.” 2016. Web. 01 Dec 2020.

Vancouver:

Medved SV. The use of an interdependent group contingency to increase engagement of elementary students with autism spectrum disorder. [Internet] [Masters thesis]. California State University – Sacramento; 2016. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10211.3/182701.

Council of Science Editors:

Medved SV. The use of an interdependent group contingency to increase engagement of elementary students with autism spectrum disorder. [Masters Thesis]. California State University – Sacramento; 2016. Available from: http://hdl.handle.net/10211.3/182701


California State University – Sacramento

22. Rao, Janaki. Perceived barriers and enablers to office discipline referrals in schools implementing positive behavior interventions and supports.

Degree: MA, Education (Special Education, 2020, California State University – Sacramento

 Data and data-based decisions are crucial principles of school-wide positive behavior interventions and supports (PBIS). Data are collected in the form of office discipline referrals… (more)

Subjects/Keywords: Positive behavior support; Staff perspective; PBIS; Teacher opinion

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

APA (6th Edition):

Rao, J. (2020). Perceived barriers and enablers to office discipline referrals in schools implementing positive behavior interventions and supports. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/217462

Chicago Manual of Style (16th Edition):

Rao, Janaki. “Perceived barriers and enablers to office discipline referrals in schools implementing positive behavior interventions and supports.” 2020. Masters Thesis, California State University – Sacramento. Accessed December 01, 2020. http://hdl.handle.net/10211.3/217462.

MLA Handbook (7th Edition):

Rao, Janaki. “Perceived barriers and enablers to office discipline referrals in schools implementing positive behavior interventions and supports.” 2020. Web. 01 Dec 2020.

Vancouver:

Rao J. Perceived barriers and enablers to office discipline referrals in schools implementing positive behavior interventions and supports. [Internet] [Masters thesis]. California State University – Sacramento; 2020. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10211.3/217462.

Council of Science Editors:

Rao J. Perceived barriers and enablers to office discipline referrals in schools implementing positive behavior interventions and supports. [Masters Thesis]. California State University – Sacramento; 2020. Available from: http://hdl.handle.net/10211.3/217462

23. Ostmeyer-Kountzman, Katrina Francine. Development and Testing of a Primary Tier Social Skills Program: Effects for Children with Exceptionalities.

Degree: PhD, Psychology, 2014, Virginia Tech

 School-wide positive behavior support (SWPBS), a tiered prevention model targeted at making educational environments safe and effective, is swiftly gaining popularity in the United States… (more)

Subjects/Keywords: social skills; positive behavior support; autism; emotional and behavioral disorders; school

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APA (6th Edition):

Ostmeyer-Kountzman, K. F. (2014). Development and Testing of a Primary Tier Social Skills Program: Effects for Children with Exceptionalities. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64287

Chicago Manual of Style (16th Edition):

Ostmeyer-Kountzman, Katrina Francine. “Development and Testing of a Primary Tier Social Skills Program: Effects for Children with Exceptionalities.” 2014. Doctoral Dissertation, Virginia Tech. Accessed December 01, 2020. http://hdl.handle.net/10919/64287.

MLA Handbook (7th Edition):

Ostmeyer-Kountzman, Katrina Francine. “Development and Testing of a Primary Tier Social Skills Program: Effects for Children with Exceptionalities.” 2014. Web. 01 Dec 2020.

Vancouver:

Ostmeyer-Kountzman KF. Development and Testing of a Primary Tier Social Skills Program: Effects for Children with Exceptionalities. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10919/64287.

Council of Science Editors:

Ostmeyer-Kountzman KF. Development and Testing of a Primary Tier Social Skills Program: Effects for Children with Exceptionalities. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/64287


University of Utah

24. Schumann, Joan. Assessing demographic and schoolwide positive behavior support factors that predict disproportional trends in office disciplinary referals.

Degree: PhD, Special Education, 2013, University of Utah

 Several studies identify inequitable educational outcomes for students from diverse racial, ethnic, and cultural backgrounds. For example, when compared toWhite/Caucasian students, such students are more… (more)

Subjects/Keywords: Disproportionality; Office discipline referals; Problem behavior; Schoolwide positive behavior support; Systemic racism

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APA (6th Edition):

Schumann, J. (2013). Assessing demographic and schoolwide positive behavior support factors that predict disproportional trends in office disciplinary referals. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2582/rec/298

Chicago Manual of Style (16th Edition):

Schumann, Joan. “Assessing demographic and schoolwide positive behavior support factors that predict disproportional trends in office disciplinary referals.” 2013. Doctoral Dissertation, University of Utah. Accessed December 01, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2582/rec/298.

MLA Handbook (7th Edition):

Schumann, Joan. “Assessing demographic and schoolwide positive behavior support factors that predict disproportional trends in office disciplinary referals.” 2013. Web. 01 Dec 2020.

Vancouver:

Schumann J. Assessing demographic and schoolwide positive behavior support factors that predict disproportional trends in office disciplinary referals. [Internet] [Doctoral dissertation]. University of Utah; 2013. [cited 2020 Dec 01]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2582/rec/298.

Council of Science Editors:

Schumann J. Assessing demographic and schoolwide positive behavior support factors that predict disproportional trends in office disciplinary referals. [Doctoral Dissertation]. University of Utah; 2013. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2582/rec/298


California State University – Channel Islands

25. Kahler, Leah. Exploring Effective Primary Tier Strategies for Successful Implementation of School-Wide Positive Behavioral Supports .

Degree: 2013, California State University – Channel Islands

 This research project discusses school-wide positive behavioral supports (SWPBS) as a proactive solution to increasing behavior challenges in schools today. Research indicates SWPBS can be… (more)

Subjects/Keywords: Education thesis; Positive behavior support; School-wide behavioral supports; Elementary education; Student discipline; Behavior modification

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APA (6th Edition):

Kahler, L. (2013). Exploring Effective Primary Tier Strategies for Successful Implementation of School-Wide Positive Behavioral Supports . (Thesis). California State University – Channel Islands. Retrieved from http://hdl.handle.net/10211.3/52696

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):

Kahler, Leah. “Exploring Effective Primary Tier Strategies for Successful Implementation of School-Wide Positive Behavioral Supports .” 2013. Thesis, California State University – Channel Islands. Accessed December 01, 2020. http://hdl.handle.net/10211.3/52696.

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

MLA Handbook (7th Edition):

Kahler, Leah. “Exploring Effective Primary Tier Strategies for Successful Implementation of School-Wide Positive Behavioral Supports .” 2013. Web. 01 Dec 2020.

Vancouver:

Kahler L. Exploring Effective Primary Tier Strategies for Successful Implementation of School-Wide Positive Behavioral Supports . [Internet] [Thesis]. California State University – Channel Islands; 2013. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/10211.3/52696.

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

Council of Science Editors:

Kahler L. Exploring Effective Primary Tier Strategies for Successful Implementation of School-Wide Positive Behavioral Supports . [Thesis]. California State University – Channel Islands; 2013. Available from: http://hdl.handle.net/10211.3/52696

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


University of Oregon

26. Raulston, Tracy. Effects of the Practiced Routines Parent Training Program on Behavioral Strategy Use, Parental Well-Being, and Child Challenging Behavior in Parents of Children with Autism Spectrum Disorder.

Degree: PhD, Department of Special Education and Clinical Sciences, 2018, University of Oregon

 In this study, a concurrent randomized multiple baseline across three parent-child dyads single-case design was employed to evaluate the effects of a brief three-week parent… (more)

Subjects/Keywords: Applied behavior analysis; Autism; Behavioral parent training; Mindfulness; Mindful parenting; Positive behavior support

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APA (6th Edition):

Raulston, T. (2018). Effects of the Practiced Routines Parent Training Program on Behavioral Strategy Use, Parental Well-Being, and Child Challenging Behavior in Parents of Children with Autism Spectrum Disorder. (Doctoral Dissertation). University of Oregon. Retrieved from http://hdl.handle.net/1794/23119

Chicago Manual of Style (16th Edition):

Raulston, Tracy. “Effects of the Practiced Routines Parent Training Program on Behavioral Strategy Use, Parental Well-Being, and Child Challenging Behavior in Parents of Children with Autism Spectrum Disorder.” 2018. Doctoral Dissertation, University of Oregon. Accessed December 01, 2020. http://hdl.handle.net/1794/23119.

MLA Handbook (7th Edition):

Raulston, Tracy. “Effects of the Practiced Routines Parent Training Program on Behavioral Strategy Use, Parental Well-Being, and Child Challenging Behavior in Parents of Children with Autism Spectrum Disorder.” 2018. Web. 01 Dec 2020.

Vancouver:

Raulston T. Effects of the Practiced Routines Parent Training Program on Behavioral Strategy Use, Parental Well-Being, and Child Challenging Behavior in Parents of Children with Autism Spectrum Disorder. [Internet] [Doctoral dissertation]. University of Oregon; 2018. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/1794/23119.

Council of Science Editors:

Raulston T. Effects of the Practiced Routines Parent Training Program on Behavioral Strategy Use, Parental Well-Being, and Child Challenging Behavior in Parents of Children with Autism Spectrum Disorder. [Doctoral Dissertation]. University of Oregon; 2018. Available from: http://hdl.handle.net/1794/23119

27. Devers, Kara. Teacher Child Interaction Training (TCIT) creates a positive classroom environment: Improving attachment and management of child behavior problems.

Degree: 2014, James Madison University

 By improving the quality of early teacher-child relationships, a child may improve his socio-emotional competence and decrease problem behaviors. Teacher Child Interaction Training (TCIT), adapted… (more)

Subjects/Keywords: PCIT; TCIT; positive behavior support; adult-child relationship; group behavior modification; classroom management; Psychology

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APA (6th Edition):

Devers, K. (2014). Teacher Child Interaction Training (TCIT) creates a positive classroom environment: Improving attachment and management of child behavior problems. (Doctoral Dissertation). James Madison University. Retrieved from https://commons.lib.jmu.edu/diss201019/81

Chicago Manual of Style (16th Edition):

Devers, Kara. “Teacher Child Interaction Training (TCIT) creates a positive classroom environment: Improving attachment and management of child behavior problems.” 2014. Doctoral Dissertation, James Madison University. Accessed December 01, 2020. https://commons.lib.jmu.edu/diss201019/81.

MLA Handbook (7th Edition):

Devers, Kara. “Teacher Child Interaction Training (TCIT) creates a positive classroom environment: Improving attachment and management of child behavior problems.” 2014. Web. 01 Dec 2020.

Vancouver:

Devers K. Teacher Child Interaction Training (TCIT) creates a positive classroom environment: Improving attachment and management of child behavior problems. [Internet] [Doctoral dissertation]. James Madison University; 2014. [cited 2020 Dec 01]. Available from: https://commons.lib.jmu.edu/diss201019/81.

Council of Science Editors:

Devers K. Teacher Child Interaction Training (TCIT) creates a positive classroom environment: Improving attachment and management of child behavior problems. [Doctoral Dissertation]. James Madison University; 2014. Available from: https://commons.lib.jmu.edu/diss201019/81


Utah State University

28. Pace, Lauren E. Coaching Parents to Use Positive Behavior Support: Function-Based Interventions for Preschool Children with Challenging Behavior.

Degree: MS, Family Consumer Human Development, 2019, Utah State University

  Parents who have children with challenging behavior may feel stressed, overwhelmed and at a loss for solutions. Challenging behavior can cause problems with children’s… (more)

Subjects/Keywords: challenging behavior; positive behavior support; preschool; intervention; single-subject design; Family, Life Course, and Society

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APA (6th Edition):

Pace, L. E. (2019). Coaching Parents to Use Positive Behavior Support: Function-Based Interventions for Preschool Children with Challenging Behavior. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7663

Chicago Manual of Style (16th Edition):

Pace, Lauren E. “Coaching Parents to Use Positive Behavior Support: Function-Based Interventions for Preschool Children with Challenging Behavior.” 2019. Masters Thesis, Utah State University. Accessed December 01, 2020. https://digitalcommons.usu.edu/etd/7663.

MLA Handbook (7th Edition):

Pace, Lauren E. “Coaching Parents to Use Positive Behavior Support: Function-Based Interventions for Preschool Children with Challenging Behavior.” 2019. Web. 01 Dec 2020.

Vancouver:

Pace LE. Coaching Parents to Use Positive Behavior Support: Function-Based Interventions for Preschool Children with Challenging Behavior. [Internet] [Masters thesis]. Utah State University; 2019. [cited 2020 Dec 01]. Available from: https://digitalcommons.usu.edu/etd/7663.

Council of Science Editors:

Pace LE. Coaching Parents to Use Positive Behavior Support: Function-Based Interventions for Preschool Children with Challenging Behavior. [Masters Thesis]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7663


University of Oklahoma

29. AL-HADAD, NAJWA. CURRENT PRACTICES AND SCHOOL-BASED PERSONNEL’S PROFESSIONAL DEVELOPMENT NEEDS IN FUNCTIONAL BEHAVIOR ASSESSMENT IN QATAR.

Degree: PhD, 2017, University of Oklahoma

 The concern about young children challenging behaviors has produced a wide range of intervention programs to reduce problem behaviors and promote development of social skills.… (more)

Subjects/Keywords: FUNCTIONAL BEHAVIOR ASSESSMENT; PROFESSIONAL DEVELOPMENT NEEDS; SPECIAL EDUCATION IN QATAR; POSITIVE BEHAVIOR SUPPORT

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APA (6th Edition):

AL-HADAD, N. (2017). CURRENT PRACTICES AND SCHOOL-BASED PERSONNEL’S PROFESSIONAL DEVELOPMENT NEEDS IN FUNCTIONAL BEHAVIOR ASSESSMENT IN QATAR. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/299681

Chicago Manual of Style (16th Edition):

AL-HADAD, NAJWA. “CURRENT PRACTICES AND SCHOOL-BASED PERSONNEL’S PROFESSIONAL DEVELOPMENT NEEDS IN FUNCTIONAL BEHAVIOR ASSESSMENT IN QATAR.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed December 01, 2020. http://hdl.handle.net/11244/299681.

MLA Handbook (7th Edition):

AL-HADAD, NAJWA. “CURRENT PRACTICES AND SCHOOL-BASED PERSONNEL’S PROFESSIONAL DEVELOPMENT NEEDS IN FUNCTIONAL BEHAVIOR ASSESSMENT IN QATAR.” 2017. Web. 01 Dec 2020.

Vancouver:

AL-HADAD N. CURRENT PRACTICES AND SCHOOL-BASED PERSONNEL’S PROFESSIONAL DEVELOPMENT NEEDS IN FUNCTIONAL BEHAVIOR ASSESSMENT IN QATAR. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/11244/299681.

Council of Science Editors:

AL-HADAD N. CURRENT PRACTICES AND SCHOOL-BASED PERSONNEL’S PROFESSIONAL DEVELOPMENT NEEDS IN FUNCTIONAL BEHAVIOR ASSESSMENT IN QATAR. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/299681


Brigham Young University

30. Call, Stephanie Priscilla. Effects of a Parent Training Workshop on Parent Perceptions of Children with Developmental Disabilities.

Degree: MS, 2011, Brigham Young University

 Children with developmental disabilities often exhibit problem behaviors, such as physical aggression, tantrums, and self-injury. These behaviors can detrimentally affect the family's lifestyle. Research has… (more)

Subjects/Keywords: Positive behavior interventions; positive behavior support; functional assessment; parent-professional collaboration; developmental disabilities; autism; Counseling Psychology; Special Education and Teaching

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

APA (6th Edition):

Call, S. P. (2011). Effects of a Parent Training Workshop on Parent Perceptions of Children with Developmental Disabilities. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4060&context=etd

Chicago Manual of Style (16th Edition):

Call, Stephanie Priscilla. “Effects of a Parent Training Workshop on Parent Perceptions of Children with Developmental Disabilities.” 2011. Masters Thesis, Brigham Young University. Accessed December 01, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4060&context=etd.

MLA Handbook (7th Edition):

Call, Stephanie Priscilla. “Effects of a Parent Training Workshop on Parent Perceptions of Children with Developmental Disabilities.” 2011. Web. 01 Dec 2020.

Vancouver:

Call SP. Effects of a Parent Training Workshop on Parent Perceptions of Children with Developmental Disabilities. [Internet] [Masters thesis]. Brigham Young University; 2011. [cited 2020 Dec 01]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4060&context=etd.

Council of Science Editors:

Call SP. Effects of a Parent Training Workshop on Parent Perceptions of Children with Developmental Disabilities. [Masters Thesis]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4060&context=etd

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