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You searched for subject:(prompting). Showing records 1 – 30 of 104 total matches.

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Louisiana State University

1. Lomas Mevers, Joanna Elizabeth. Treatment integrity failures matched to behavioral function.

Degree: PhD, Psychology, 2013, Louisiana State University

 Prior research on treatment integrity has focused on either the lack of measurement of the independent variable (Peterson, Homer & Wonderlich, 1982; Gresham, Gansle &… (more)

Subjects/Keywords: compliance; prompting; reinforcement

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APA (6th Edition):

Lomas Mevers, J. E. (2013). Treatment integrity failures matched to behavioral function. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06192013-135121 ; https://digitalcommons.lsu.edu/gradschool_dissertations/357

Chicago Manual of Style (16th Edition):

Lomas Mevers, Joanna Elizabeth. “Treatment integrity failures matched to behavioral function.” 2013. Doctoral Dissertation, Louisiana State University. Accessed September 18, 2019. etd-06192013-135121 ; https://digitalcommons.lsu.edu/gradschool_dissertations/357.

MLA Handbook (7th Edition):

Lomas Mevers, Joanna Elizabeth. “Treatment integrity failures matched to behavioral function.” 2013. Web. 18 Sep 2019.

Vancouver:

Lomas Mevers JE. Treatment integrity failures matched to behavioral function. [Internet] [Doctoral dissertation]. Louisiana State University; 2013. [cited 2019 Sep 18]. Available from: etd-06192013-135121 ; https://digitalcommons.lsu.edu/gradschool_dissertations/357.

Council of Science Editors:

Lomas Mevers JE. Treatment integrity failures matched to behavioral function. [Doctoral Dissertation]. Louisiana State University; 2013. Available from: etd-06192013-135121 ; https://digitalcommons.lsu.edu/gradschool_dissertations/357


Louisiana State University

2. Powers, Courtney. Fostering compliance in preschool-aged children using least-to-most assistive prompt hierarchy.

Degree: MS, Human Ecology, 2011, Louisiana State University

 Previous research has shown that prompting can increase child compliance to adult directives (Tarbox, Wallace, Penrod, & Tarbox, 2007; Wilder & Atwell, 2006; Wilder, Atwell,… (more)

Subjects/Keywords: Prompting; Children; Compliance

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APA (6th Edition):

Powers, C. (2011). Fostering compliance in preschool-aged children using least-to-most assistive prompt hierarchy. (Masters Thesis). Louisiana State University. Retrieved from etd-04252011-191232 ; https://digitalcommons.lsu.edu/gradschool_theses/1455

Chicago Manual of Style (16th Edition):

Powers, Courtney. “Fostering compliance in preschool-aged children using least-to-most assistive prompt hierarchy.” 2011. Masters Thesis, Louisiana State University. Accessed September 18, 2019. etd-04252011-191232 ; https://digitalcommons.lsu.edu/gradschool_theses/1455.

MLA Handbook (7th Edition):

Powers, Courtney. “Fostering compliance in preschool-aged children using least-to-most assistive prompt hierarchy.” 2011. Web. 18 Sep 2019.

Vancouver:

Powers C. Fostering compliance in preschool-aged children using least-to-most assistive prompt hierarchy. [Internet] [Masters thesis]. Louisiana State University; 2011. [cited 2019 Sep 18]. Available from: etd-04252011-191232 ; https://digitalcommons.lsu.edu/gradschool_theses/1455.

Council of Science Editors:

Powers C. Fostering compliance in preschool-aged children using least-to-most assistive prompt hierarchy. [Masters Thesis]. Louisiana State University; 2011. Available from: etd-04252011-191232 ; https://digitalcommons.lsu.edu/gradschool_theses/1455


Universidade Estadual de Campinas

3. Epifânio, Nathalia do Nascimento, 1988-. O estatuto da partícula le na fala de um sujeito afásico : um estudo da reconstrução da linguagem em contextos interacionais .

Degree: 2014, Universidade Estadual de Campinas

 Resumo: Este trabalho tem como objetivo a descrição e análise das funções linguísticas e pragmáticas do elemento le, que emerge de forma a assumir várias… (more)

Subjects/Keywords: Afasia; Interação; Reconstrução; Prompting (Fonoaudiologia)

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APA (6th Edition):

Epifânio, Nathalia do Nascimento, 1. (2014). O estatuto da partícula le na fala de um sujeito afásico : um estudo da reconstrução da linguagem em contextos interacionais . (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/270613

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):

Epifânio, Nathalia do Nascimento, 1988-. “O estatuto da partícula le na fala de um sujeito afásico : um estudo da reconstrução da linguagem em contextos interacionais .” 2014. Thesis, Universidade Estadual de Campinas. Accessed September 18, 2019. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270613.

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

MLA Handbook (7th Edition):

Epifânio, Nathalia do Nascimento, 1988-. “O estatuto da partícula le na fala de um sujeito afásico : um estudo da reconstrução da linguagem em contextos interacionais .” 2014. Web. 18 Sep 2019.

Vancouver:

Epifânio, Nathalia do Nascimento 1. O estatuto da partícula le na fala de um sujeito afásico : um estudo da reconstrução da linguagem em contextos interacionais . [Internet] [Thesis]. Universidade Estadual de Campinas; 2014. [cited 2019 Sep 18]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/270613.

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

Council of Science Editors:

Epifânio, Nathalia do Nascimento 1. O estatuto da partícula le na fala de um sujeito afásico : um estudo da reconstrução da linguagem em contextos interacionais . [Thesis]. Universidade Estadual de Campinas; 2014. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/270613

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

4. Lizcano, Rita, M.A. Building Independence Through Prompt-Fading .

Degree: 2012, California State University – San Marcos

 The purpose of this study was to identify and evaluate the most effective ways to promote independence for students with mild-to-moderate disabilities. Through review of… (more)

Subjects/Keywords: prompting; independence; prompt-fading

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APA (6th Edition):

Lizcano, Rita, M. A. (2012). Building Independence Through Prompt-Fading . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/269

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):

Lizcano, Rita, M A. “Building Independence Through Prompt-Fading .” 2012. Thesis, California State University – San Marcos. Accessed September 18, 2019. http://hdl.handle.net/10211.8/269.

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

MLA Handbook (7th Edition):

Lizcano, Rita, M A. “Building Independence Through Prompt-Fading .” 2012. Web. 18 Sep 2019.

Vancouver:

Lizcano, Rita MA. Building Independence Through Prompt-Fading . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10211.8/269.

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

Council of Science Editors:

Lizcano, Rita MA. Building Independence Through Prompt-Fading . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/269

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


Louisiana State University

5. West, Sarah Elizabeth. Using Teacher Prompts to Increase Leadership Skills in Preschool Children.

Degree: MEd, Curriculum and Instruction, 2018, Louisiana State University

  The purpose of the present study was to determine if teacher prompting could increase the frequency of leadership behaviors exhibited by preschool children during… (more)

Subjects/Keywords: childhood leadership; prompting; preschool

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APA (6th Edition):

West, S. E. (2018). Using Teacher Prompts to Increase Leadership Skills in Preschool Children. (Masters Thesis). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_theses/4648

Chicago Manual of Style (16th Edition):

West, Sarah Elizabeth. “Using Teacher Prompts to Increase Leadership Skills in Preschool Children.” 2018. Masters Thesis, Louisiana State University. Accessed September 18, 2019. https://digitalcommons.lsu.edu/gradschool_theses/4648.

MLA Handbook (7th Edition):

West, Sarah Elizabeth. “Using Teacher Prompts to Increase Leadership Skills in Preschool Children.” 2018. Web. 18 Sep 2019.

Vancouver:

West SE. Using Teacher Prompts to Increase Leadership Skills in Preschool Children. [Internet] [Masters thesis]. Louisiana State University; 2018. [cited 2019 Sep 18]. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4648.

Council of Science Editors:

West SE. Using Teacher Prompts to Increase Leadership Skills in Preschool Children. [Masters Thesis]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_theses/4648


University of North Texas

6. Brown, Madison McMurray. Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility.

Degree: 2018, University of North Texas

 Behavior-specific praise has been shown to increase rate of desired behaviors for individuals with intellectual and developmental disabilities, though it is rarely used by caregivers… (more)

Subjects/Keywords: behavior-specific praise; prompting; tactile prompting; general praise

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APA (6th Edition):

Brown, M. M. (2018). Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1404625/

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):

Brown, Madison McMurray. “Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility.” 2018. Thesis, University of North Texas. Accessed September 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc1404625/.

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

MLA Handbook (7th Edition):

Brown, Madison McMurray. “Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility.” 2018. Web. 18 Sep 2019.

Vancouver:

Brown MM. Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Sep 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404625/.

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

Council of Science Editors:

Brown MM. Increasing the Quantity and Quality of Caregivers' Use of Social Reinforcement in a Large Residential Facility. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404625/

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


Universidade Estadual de Campinas

7. Marinho, Júlia da Silva, 1983-. O prompting e suas funções linguístico-interacionais nas afasias .

Degree: 2012, Universidade Estadual de Campinas

 Resumo: Nosso propósito de empreender um estudo linguístico-interacional do prompting, bem como seus ganhos explicativos para o contexto das afasias, surgiu da imprecisão conceitual atualmente… (more)

Subjects/Keywords: Prompting (Fonoaudiologia); Afasia; Neurolinguística; Interação verbal

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APA (6th Edition):

Marinho, Júlia da Silva, 1. (2012). O prompting e suas funções linguístico-interacionais nas afasias . (Thesis). Universidade Estadual de Campinas. Retrieved from http://repositorio.unicamp.br/jspui/handle/REPOSIP/270616

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):

Marinho, Júlia da Silva, 1983-. “O prompting e suas funções linguístico-interacionais nas afasias .” 2012. Thesis, Universidade Estadual de Campinas. Accessed September 18, 2019. http://repositorio.unicamp.br/jspui/handle/REPOSIP/270616.

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

MLA Handbook (7th Edition):

Marinho, Júlia da Silva, 1983-. “O prompting e suas funções linguístico-interacionais nas afasias .” 2012. Web. 18 Sep 2019.

Vancouver:

Marinho, Júlia da Silva 1. O prompting e suas funções linguístico-interacionais nas afasias . [Internet] [Thesis]. Universidade Estadual de Campinas; 2012. [cited 2019 Sep 18]. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/270616.

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

Council of Science Editors:

Marinho, Júlia da Silva 1. O prompting e suas funções linguístico-interacionais nas afasias . [Thesis]. Universidade Estadual de Campinas; 2012. Available from: http://repositorio.unicamp.br/jspui/handle/REPOSIP/270616

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


California State University – Sacramento

8. Page, Sean R. An evaluation of repeated vocal prompting.

Degree: MA, Psychology (Applied Behavior Analysis, 2019, California State University – Sacramento

 Noncompliance is a common problem in children with and without diagnoses such as autism spectrum disorder or other developmental disabilities. A method for addressing noncompliance… (more)

Subjects/Keywords: Noncompliance; Increase compliance; Three-step prompting

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APA (6th Edition):

Page, S. R. (2019). An evaluation of repeated vocal prompting. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/213000

Chicago Manual of Style (16th Edition):

Page, Sean R. “An evaluation of repeated vocal prompting.” 2019. Masters Thesis, California State University – Sacramento. Accessed September 18, 2019. http://hdl.handle.net/10211.3/213000.

MLA Handbook (7th Edition):

Page, Sean R. “An evaluation of repeated vocal prompting.” 2019. Web. 18 Sep 2019.

Vancouver:

Page SR. An evaluation of repeated vocal prompting. [Internet] [Masters thesis]. California State University – Sacramento; 2019. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10211.3/213000.

Council of Science Editors:

Page SR. An evaluation of repeated vocal prompting. [Masters Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/213000

9. Adams, David. Improving the overhand throwing performance of children with autism spectrum disorder.

Degree: PhD, Kinesiology, 2018, Texas Woman's University

 The purpose of this investigation was to compare the influence of three instructional conditions: (a) Direct Instruction only, (b) Direct Instruction plus Video Prompting, and… (more)

Subjects/Keywords: autism spectrum disorder; video-based instruction; gross motor skill performance; video prompting; verbal prompting

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APA (6th Edition):

Adams, D. (2018). Improving the overhand throwing performance of children with autism spectrum disorder. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10185

Chicago Manual of Style (16th Edition):

Adams, David. “Improving the overhand throwing performance of children with autism spectrum disorder.” 2018. Doctoral Dissertation, Texas Woman's University. Accessed September 18, 2019. http://hdl.handle.net/11274/10185.

MLA Handbook (7th Edition):

Adams, David. “Improving the overhand throwing performance of children with autism spectrum disorder.” 2018. Web. 18 Sep 2019.

Vancouver:

Adams D. Improving the overhand throwing performance of children with autism spectrum disorder. [Internet] [Doctoral dissertation]. Texas Woman's University; 2018. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/11274/10185.

Council of Science Editors:

Adams D. Improving the overhand throwing performance of children with autism spectrum disorder. [Doctoral Dissertation]. Texas Woman's University; 2018. Available from: http://hdl.handle.net/11274/10185


University of Toronto

10. Monroy, Victor. A Wizard-of-Oz Study to Determine the Efficacy of an Automated Prompting System for Children with Autism.

Degree: 2010, University of Toronto

This thesis presents a study to develop and explore the use of a computerized system that provided automated prompts to children with ASD during the… (more)

Subjects/Keywords: Autism; Wizard of Oz; Prompting system; Handwashing; Self-care activity; Prompting; ASD; children; 0541

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

APA (6th Edition):

Monroy, V. (2010). A Wizard-of-Oz Study to Determine the Efficacy of an Automated Prompting System for Children with Autism. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25866

Chicago Manual of Style (16th Edition):

Monroy, Victor. “A Wizard-of-Oz Study to Determine the Efficacy of an Automated Prompting System for Children with Autism.” 2010. Masters Thesis, University of Toronto. Accessed September 18, 2019. http://hdl.handle.net/1807/25866.

MLA Handbook (7th Edition):

Monroy, Victor. “A Wizard-of-Oz Study to Determine the Efficacy of an Automated Prompting System for Children with Autism.” 2010. Web. 18 Sep 2019.

Vancouver:

Monroy V. A Wizard-of-Oz Study to Determine the Efficacy of an Automated Prompting System for Children with Autism. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/1807/25866.

Council of Science Editors:

Monroy V. A Wizard-of-Oz Study to Determine the Efficacy of an Automated Prompting System for Children with Autism. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25866


Northeastern University

11. Nalley, Ashton Elizabeth. An evaluation of a pre-teaching assessment of response prompting; Pre-teaching prompting assessment.

Degree: MS, Department of Counseling and Applied Educational Psychology, 2010, Northeastern University

 Individuals with developmental disabilities, such as autism, often require prompts to acquire certain skills. Several teaching methods have been developed however few direct comparisons of… (more)

Subjects/Keywords: Assessment; Individualized education; Prompting; Prompting (Education); Developmentally disabled; Behavior and Behavior Mechanisms; Developmental Psychology

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APA (6th Edition):

Nalley, A. E. (2010). An evaluation of a pre-teaching assessment of response prompting; Pre-teaching prompting assessment. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002813

Chicago Manual of Style (16th Edition):

Nalley, Ashton Elizabeth. “An evaluation of a pre-teaching assessment of response prompting; Pre-teaching prompting assessment.” 2010. Masters Thesis, Northeastern University. Accessed September 18, 2019. http://hdl.handle.net/2047/d20002813.

MLA Handbook (7th Edition):

Nalley, Ashton Elizabeth. “An evaluation of a pre-teaching assessment of response prompting; Pre-teaching prompting assessment.” 2010. Web. 18 Sep 2019.

Vancouver:

Nalley AE. An evaluation of a pre-teaching assessment of response prompting; Pre-teaching prompting assessment. [Internet] [Masters thesis]. Northeastern University; 2010. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/2047/d20002813.

Council of Science Editors:

Nalley AE. An evaluation of a pre-teaching assessment of response prompting; Pre-teaching prompting assessment. [Masters Thesis]. Northeastern University; 2010. Available from: http://hdl.handle.net/2047/d20002813


Liberty University

12. Williams, Kelly. The Use of Video Prompting Via an Ipad® and a System of Least-to-Most Prompting to Teach Individuals with Moderate Intellectual Disabilities the Vocational Task of Rolling Silverware.

Degree: 2013, Liberty University

 This quantitative study was designed to evaluate the effectiveness of video prompting delivered via an iPad® in combination with a system of least-to-most prompting to… (more)

Subjects/Keywords: intellectual disabilities; iPad; least-to-most prompting; video prompting; vocational training; Disability and Equity in Education; Special Education and Teaching

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APA (6th Edition):

Williams, K. (2013). The Use of Video Prompting Via an Ipad® and a System of Least-to-Most Prompting to Teach Individuals with Moderate Intellectual Disabilities the Vocational Task of Rolling Silverware. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/774

Chicago Manual of Style (16th Edition):

Williams, Kelly. “The Use of Video Prompting Via an Ipad® and a System of Least-to-Most Prompting to Teach Individuals with Moderate Intellectual Disabilities the Vocational Task of Rolling Silverware.” 2013. Doctoral Dissertation, Liberty University. Accessed September 18, 2019. http://digitalcommons.liberty.edu/doctoral/774.

MLA Handbook (7th Edition):

Williams, Kelly. “The Use of Video Prompting Via an Ipad® and a System of Least-to-Most Prompting to Teach Individuals with Moderate Intellectual Disabilities the Vocational Task of Rolling Silverware.” 2013. Web. 18 Sep 2019.

Vancouver:

Williams K. The Use of Video Prompting Via an Ipad® and a System of Least-to-Most Prompting to Teach Individuals with Moderate Intellectual Disabilities the Vocational Task of Rolling Silverware. [Internet] [Doctoral dissertation]. Liberty University; 2013. [cited 2019 Sep 18]. Available from: http://digitalcommons.liberty.edu/doctoral/774.

Council of Science Editors:

Williams K. The Use of Video Prompting Via an Ipad® and a System of Least-to-Most Prompting to Teach Individuals with Moderate Intellectual Disabilities the Vocational Task of Rolling Silverware. [Doctoral Dissertation]. Liberty University; 2013. Available from: http://digitalcommons.liberty.edu/doctoral/774


Florida International University

13. Aljehany, Mashal Salman. The Effects of Video Prompting on Teaching Daily Living Tasks to Individuals with Autism Spectrum Disorder.

Degree: Doctor of Education (EdD), Exceptional Student Education, 2018, Florida International University

  Individuals with autism spectrum disorder (ASD) experience difficulties with learning age-appropriate daily living skills (DLS) at their homes, schools, and in the community. Such… (more)

Subjects/Keywords: Autism; Daily living skills; Video prompting; Least-to-most prompting; Meta-analysis; Educational Methods; Special Education and Teaching; Vocational Education

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APA (6th Edition):

Aljehany, M. S. (2018). The Effects of Video Prompting on Teaching Daily Living Tasks to Individuals with Autism Spectrum Disorder. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3778 ; 10.25148/etd.FIDC006855 ; FIDC006855

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):

Aljehany, Mashal Salman. “The Effects of Video Prompting on Teaching Daily Living Tasks to Individuals with Autism Spectrum Disorder.” 2018. Thesis, Florida International University. Accessed September 18, 2019. https://digitalcommons.fiu.edu/etd/3778 ; 10.25148/etd.FIDC006855 ; FIDC006855.

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

MLA Handbook (7th Edition):

Aljehany, Mashal Salman. “The Effects of Video Prompting on Teaching Daily Living Tasks to Individuals with Autism Spectrum Disorder.” 2018. Web. 18 Sep 2019.

Vancouver:

Aljehany MS. The Effects of Video Prompting on Teaching Daily Living Tasks to Individuals with Autism Spectrum Disorder. [Internet] [Thesis]. Florida International University; 2018. [cited 2019 Sep 18]. Available from: https://digitalcommons.fiu.edu/etd/3778 ; 10.25148/etd.FIDC006855 ; FIDC006855.

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

Council of Science Editors:

Aljehany MS. The Effects of Video Prompting on Teaching Daily Living Tasks to Individuals with Autism Spectrum Disorder. [Thesis]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3778 ; 10.25148/etd.FIDC006855 ; FIDC006855

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


University of Kentucky

14. Littrell, Seth. USING SIMULTANEOUS PROMPTING WITH AN IPAD TO TEACH CHOICE MAKING TO ADOLESCENTS WITH DISABILITIES.

Degree: 2013, University of Kentucky

 The use of a simultaneous prompting procedure for teaching choice-making skills using an iPad to high-school students with moderate intellectual disabilities was evaluated. The Proloquo2Go… (more)

Subjects/Keywords: iPad; Proloquo2Go; Choice Making; Disability; Simultaneous Prompting; Special Education and Teaching

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APA (6th Edition):

Littrell, S. (2013). USING SIMULTANEOUS PROMPTING WITH AN IPAD TO TEACH CHOICE MAKING TO ADOLESCENTS WITH DISABILITIES. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/edsrc_etds/3

Chicago Manual of Style (16th Edition):

Littrell, Seth. “USING SIMULTANEOUS PROMPTING WITH AN IPAD TO TEACH CHOICE MAKING TO ADOLESCENTS WITH DISABILITIES.” 2013. Masters Thesis, University of Kentucky. Accessed September 18, 2019. http://uknowledge.uky.edu/edsrc_etds/3.

MLA Handbook (7th Edition):

Littrell, Seth. “USING SIMULTANEOUS PROMPTING WITH AN IPAD TO TEACH CHOICE MAKING TO ADOLESCENTS WITH DISABILITIES.” 2013. Web. 18 Sep 2019.

Vancouver:

Littrell S. USING SIMULTANEOUS PROMPTING WITH AN IPAD TO TEACH CHOICE MAKING TO ADOLESCENTS WITH DISABILITIES. [Internet] [Masters thesis]. University of Kentucky; 2013. [cited 2019 Sep 18]. Available from: http://uknowledge.uky.edu/edsrc_etds/3.

Council of Science Editors:

Littrell S. USING SIMULTANEOUS PROMPTING WITH AN IPAD TO TEACH CHOICE MAKING TO ADOLESCENTS WITH DISABILITIES. [Masters Thesis]. University of Kentucky; 2013. Available from: http://uknowledge.uky.edu/edsrc_etds/3


University of Tasmania

15. Rayner, CS. Video-based intervention for individuals with autism.

Degree: 2011, University of Tasmania

 This doctoral research investigated video-based intervention (VBI) for individuals with autism. Without effective intervention, individuals with autism are likely to experience difficulties with functioning at… (more)

Subjects/Keywords: video modelling; video prompting; autism; imitation; backward chaining

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APA (6th Edition):

Rayner, C. (2011). Video-based intervention for individuals with autism. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/12498/2/Whole_excluding_appendices_G_and_H-Video-based_intervention_for_individuals_with_autism_-_Chris.pdf ; https://eprints.utas.edu.au/12498/3/Whole_Video-based_intervention_for_individuals_with_autism_-_Chris.pdf ; Rayner, CS ORCID: 0000-0001-6335-6379 <https://orcid.org/0000-0001-6335-6379> 2011 , 'Video-based intervention for individuals with autism', PhD thesis, University of Tasmania.

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):

Rayner, CS. “Video-based intervention for individuals with autism.” 2011. Thesis, University of Tasmania. Accessed September 18, 2019. https://eprints.utas.edu.au/12498/2/Whole_excluding_appendices_G_and_H-Video-based_intervention_for_individuals_with_autism_-_Chris.pdf ; https://eprints.utas.edu.au/12498/3/Whole_Video-based_intervention_for_individuals_with_autism_-_Chris.pdf ; Rayner, CS ORCID: 0000-0001-6335-6379 <https://orcid.org/0000-0001-6335-6379> 2011 , 'Video-based intervention for individuals with autism', PhD thesis, University of Tasmania..

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

MLA Handbook (7th Edition):

Rayner, CS. “Video-based intervention for individuals with autism.” 2011. Web. 18 Sep 2019.

Vancouver:

Rayner C. Video-based intervention for individuals with autism. [Internet] [Thesis]. University of Tasmania; 2011. [cited 2019 Sep 18]. Available from: https://eprints.utas.edu.au/12498/2/Whole_excluding_appendices_G_and_H-Video-based_intervention_for_individuals_with_autism_-_Chris.pdf ; https://eprints.utas.edu.au/12498/3/Whole_Video-based_intervention_for_individuals_with_autism_-_Chris.pdf ; Rayner, CS ORCID: 0000-0001-6335-6379 <https://orcid.org/0000-0001-6335-6379> 2011 , 'Video-based intervention for individuals with autism', PhD thesis, University of Tasmania..

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

Council of Science Editors:

Rayner C. Video-based intervention for individuals with autism. [Thesis]. University of Tasmania; 2011. Available from: https://eprints.utas.edu.au/12498/2/Whole_excluding_appendices_G_and_H-Video-based_intervention_for_individuals_with_autism_-_Chris.pdf ; https://eprints.utas.edu.au/12498/3/Whole_Video-based_intervention_for_individuals_with_autism_-_Chris.pdf ; Rayner, CS ORCID: 0000-0001-6335-6379 <https://orcid.org/0000-0001-6335-6379> 2011 , 'Video-based intervention for individuals with autism', PhD thesis, University of Tasmania.

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


The Ohio State University

16. O'Rourke, Jamie M. A Comparison of the Effects of Video Prompting With and Without Error Correction on Vocational Skill Acquisition for Individuals with Moderate to Profound Intellectual Disabilities.

Degree: MA, EDU Physical Activity and Educational Services, 2011, The Ohio State University

 Video prompting has been demonstrated to be an effective method of teaching new skills to individuals with intellectual disabilities. The purpose of this study was… (more)

Subjects/Keywords: Special Education; Video prompting; intellectual disabilities, vocational skills

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APA (6th Edition):

O'Rourke, J. M. (2011). A Comparison of the Effects of Video Prompting With and Without Error Correction on Vocational Skill Acquisition for Individuals with Moderate to Profound Intellectual Disabilities. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1306867907

Chicago Manual of Style (16th Edition):

O'Rourke, Jamie M. “A Comparison of the Effects of Video Prompting With and Without Error Correction on Vocational Skill Acquisition for Individuals with Moderate to Profound Intellectual Disabilities.” 2011. Masters Thesis, The Ohio State University. Accessed September 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306867907.

MLA Handbook (7th Edition):

O'Rourke, Jamie M. “A Comparison of the Effects of Video Prompting With and Without Error Correction on Vocational Skill Acquisition for Individuals with Moderate to Profound Intellectual Disabilities.” 2011. Web. 18 Sep 2019.

Vancouver:

O'Rourke JM. A Comparison of the Effects of Video Prompting With and Without Error Correction on Vocational Skill Acquisition for Individuals with Moderate to Profound Intellectual Disabilities. [Internet] [Masters thesis]. The Ohio State University; 2011. [cited 2019 Sep 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1306867907.

Council of Science Editors:

O'Rourke JM. A Comparison of the Effects of Video Prompting With and Without Error Correction on Vocational Skill Acquisition for Individuals with Moderate to Profound Intellectual Disabilities. [Masters Thesis]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1306867907


The Ohio State University

17. Payne, Daniel O. The Effects of Self-Directed Video Prompting on Completion of Daily Living Skills for Students with Moderate to Severe Intellectual and Developmental Disabilities.

Degree: MA, EDU Physical Activity and Educational Services, 2011, The Ohio State University

 This study evaluated the effectiveness of video prompts presented on an iPod Touch on the acquisition of two daily living skills and a system of… (more)

Subjects/Keywords: Special Education; video prompting; self-management; developmental disabilities

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APA (6th Edition):

Payne, D. O. (2011). The Effects of Self-Directed Video Prompting on Completion of Daily Living Skills for Students with Moderate to Severe Intellectual and Developmental Disabilities. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1307962393

Chicago Manual of Style (16th Edition):

Payne, Daniel O. “The Effects of Self-Directed Video Prompting on Completion of Daily Living Skills for Students with Moderate to Severe Intellectual and Developmental Disabilities.” 2011. Masters Thesis, The Ohio State University. Accessed September 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1307962393.

MLA Handbook (7th Edition):

Payne, Daniel O. “The Effects of Self-Directed Video Prompting on Completion of Daily Living Skills for Students with Moderate to Severe Intellectual and Developmental Disabilities.” 2011. Web. 18 Sep 2019.

Vancouver:

Payne DO. The Effects of Self-Directed Video Prompting on Completion of Daily Living Skills for Students with Moderate to Severe Intellectual and Developmental Disabilities. [Internet] [Masters thesis]. The Ohio State University; 2011. [cited 2019 Sep 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1307962393.

Council of Science Editors:

Payne DO. The Effects of Self-Directed Video Prompting on Completion of Daily Living Skills for Students with Moderate to Severe Intellectual and Developmental Disabilities. [Masters Thesis]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1307962393


California State University – Sacramento

18. Coon, Jared Thomas. The role of increased exposure to transfer of stimulus control procedures on the acquisition of intraverbal behavior.

Degree: MA, Psychology (Applied Behavior Analysis, 2010, California State University – Sacramento

 The results of studies comparing the effectiveness of differing prompt types to teach intraverbal responses have yeilded mixed results. These results suggest individuals??? histories of… (more)

Subjects/Keywords: Reinforcement history; Foreign-language translation; Echoic; Tact; Prompting

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APA (6th Edition):

Coon, J. T. (2010). The role of increased exposure to transfer of stimulus control procedures on the acquisition of intraverbal behavior. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/335

Chicago Manual of Style (16th Edition):

Coon, Jared Thomas. “The role of increased exposure to transfer of stimulus control procedures on the acquisition of intraverbal behavior.” 2010. Masters Thesis, California State University – Sacramento. Accessed September 18, 2019. http://hdl.handle.net/10211.9/335.

MLA Handbook (7th Edition):

Coon, Jared Thomas. “The role of increased exposure to transfer of stimulus control procedures on the acquisition of intraverbal behavior.” 2010. Web. 18 Sep 2019.

Vancouver:

Coon JT. The role of increased exposure to transfer of stimulus control procedures on the acquisition of intraverbal behavior. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10211.9/335.

Council of Science Editors:

Coon JT. The role of increased exposure to transfer of stimulus control procedures on the acquisition of intraverbal behavior. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/335

19. Boden, Lauren J. Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability.

Degree: PhD, Educational Psychology and Special Education, 2015, Georgia State University

  Response cards (RC) are signs or cards that allow students to hold up their answer and simultaneously respond to teacher prompts. Researchers have examined… (more)

Subjects/Keywords: Response cards; Moderate intellectual disability; Math instruction; Simultaneous prompting

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APA (6th Edition):

Boden, L. J. (2015). Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/104

Chicago Manual of Style (16th Edition):

Boden, Lauren J. “Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability.” 2015. Doctoral Dissertation, Georgia State University. Accessed September 18, 2019. https://scholarworks.gsu.edu/epse_diss/104.

MLA Handbook (7th Edition):

Boden, Lauren J. “Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability.” 2015. Web. 18 Sep 2019.

Vancouver:

Boden LJ. Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2019 Sep 18]. Available from: https://scholarworks.gsu.edu/epse_diss/104.

Council of Science Editors:

Boden LJ. Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/epse_diss/104


Virginia Tech

20. Pierson, Mary Ellen. A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management.

Degree: PhD, Teaching and Learning, 2011, Virginia Tech

 This study explored the design and development of the knowledge harvesting and knowledge management components of a comprehensive tool which incorporates characteristics of continuity management,… (more)

Subjects/Keywords: continuity management; knowledge management; prompting questions; knowledge harvesting; continuity

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APA (6th Edition):

Pierson, M. E. (2011). A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26284

Chicago Manual of Style (16th Edition):

Pierson, Mary Ellen. “A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management.” 2011. Doctoral Dissertation, Virginia Tech. Accessed September 18, 2019. http://hdl.handle.net/10919/26284.

MLA Handbook (7th Edition):

Pierson, Mary Ellen. “A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management.” 2011. Web. 18 Sep 2019.

Vancouver:

Pierson ME. A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10919/26284.

Council of Science Editors:

Pierson ME. A Study Investigating the Design and Development of Components of a Comprehensive Tool Incorporating Characteristics of Continuity Management, Knowledge Harvesting, and Knowledge Management. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/26284

21. Harney, Owen. The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum.

Degree: 2018, NUI Galway

 Resolving complex scientific and social problems requires effective collaboration. In the absence of adequate facilitation and the use of a structured methodology, however, collaborative groups… (more)

Subjects/Keywords: Collaborative learning; Learning sciences; Computer-supported collaborative learning; Facilitation; Prompting; Psychology

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APA (6th Edition):

Harney, O. (2018). The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum. (Thesis). NUI Galway. Retrieved from http://hdl.handle.net/10379/7430

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):

Harney, Owen. “The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum.” 2018. Thesis, NUI Galway. Accessed September 18, 2019. http://hdl.handle.net/10379/7430.

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

MLA Handbook (7th Edition):

Harney, Owen. “The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum.” 2018. Web. 18 Sep 2019.

Vancouver:

Harney O. The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum. [Internet] [Thesis]. NUI Galway; 2018. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10379/7430.

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

Council of Science Editors:

Harney O. The role of facilitation and social processes in collaborative learning: Implications for the design of an applied systems science curriculum. [Thesis]. NUI Galway; 2018. Available from: http://hdl.handle.net/10379/7430

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


The Ohio State University

22. Dueker, Scott A. Teaching a Learning Strategy for Computational Mathematics to Students with Moderate to Profound Intellectual Disabilities Using Video Prompting.

Degree: PhD, Educational Studies, 2018, The Ohio State University

 This dissertation is a compilation of five chapters, three of which are standalone papers. Chapter one is an introduction to video prompting, and I present… (more)

Subjects/Keywords: Special Education; Video prompting; Disabilities; Academics; Mathematics; Teaching

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APA (6th Edition):

Dueker, S. A. (2018). Teaching a Learning Strategy for Computational Mathematics to Students with Moderate to Profound Intellectual Disabilities Using Video Prompting. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1523452761926852

Chicago Manual of Style (16th Edition):

Dueker, Scott A. “Teaching a Learning Strategy for Computational Mathematics to Students with Moderate to Profound Intellectual Disabilities Using Video Prompting.” 2018. Doctoral Dissertation, The Ohio State University. Accessed September 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523452761926852.

MLA Handbook (7th Edition):

Dueker, Scott A. “Teaching a Learning Strategy for Computational Mathematics to Students with Moderate to Profound Intellectual Disabilities Using Video Prompting.” 2018. Web. 18 Sep 2019.

Vancouver:

Dueker SA. Teaching a Learning Strategy for Computational Mathematics to Students with Moderate to Profound Intellectual Disabilities Using Video Prompting. [Internet] [Doctoral dissertation]. The Ohio State University; 2018. [cited 2019 Sep 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1523452761926852.

Council of Science Editors:

Dueker SA. Teaching a Learning Strategy for Computational Mathematics to Students with Moderate to Profound Intellectual Disabilities Using Video Prompting. [Doctoral Dissertation]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1523452761926852


Vanderbilt University

23. Ivy, Sarah Elizabeth. An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities.

Degree: PhD, Special Education, 2014, Vanderbilt University

 Childrenâs ability to use a spoon facilitates increased independence during mealtimes and greater control over the pace and quantity of food intake. Children with multiple… (more)

Subjects/Keywords: prompting; eating skills; multiple disabilities; visual impairment; graduated guidance

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APA (6th Edition):

Ivy, S. E. (2014). An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07112014-114234/ ;

Chicago Manual of Style (16th Edition):

Ivy, Sarah Elizabeth. “An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed September 18, 2019. http://etd.library.vanderbilt.edu/available/etd-07112014-114234/ ;.

MLA Handbook (7th Edition):

Ivy, Sarah Elizabeth. “An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities.” 2014. Web. 18 Sep 2019.

Vancouver:

Ivy SE. An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2019 Sep 18]. Available from: http://etd.library.vanderbilt.edu/available/etd-07112014-114234/ ;.

Council of Science Editors:

Ivy SE. An Analysis of Graduated Guidance to Teach Spoon-use to Children with Multiple Disablities. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://etd.library.vanderbilt.edu/available/etd-07112014-114234/ ;


University of New Mexico

24. Hernandez, Mireya. Comparison of performance on static and dynamic language tasks among typically developing preschoolers with bilingual experience.

Degree: Speech and Hearing Sciences, 2013, University of New Mexico

 The purpose of this study was to evaluate the potential of a graduated prompting format for measuring modifiability in a screening context among preschool children… (more)

Subjects/Keywords: Language arts (Preschool); Prompting (Education); Dynamic assessment (Education)

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APA (6th Edition):

Hernandez, M. (2013). Comparison of performance on static and dynamic language tasks among typically developing preschoolers with bilingual experience. (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23396

Chicago Manual of Style (16th Edition):

Hernandez, Mireya. “Comparison of performance on static and dynamic language tasks among typically developing preschoolers with bilingual experience.” 2013. Masters Thesis, University of New Mexico. Accessed September 18, 2019. http://hdl.handle.net/1928/23396.

MLA Handbook (7th Edition):

Hernandez, Mireya. “Comparison of performance on static and dynamic language tasks among typically developing preschoolers with bilingual experience.” 2013. Web. 18 Sep 2019.

Vancouver:

Hernandez M. Comparison of performance on static and dynamic language tasks among typically developing preschoolers with bilingual experience. [Internet] [Masters thesis]. University of New Mexico; 2013. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/1928/23396.

Council of Science Editors:

Hernandez M. Comparison of performance on static and dynamic language tasks among typically developing preschoolers with bilingual experience. [Masters Thesis]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23396


Penn State University

25. Wertalik, Jennifer. COMPARISON OF TWO VIDEO PROMPTING INTERVENTIONS TO TEACH DAILY LIVING SKILLS TO ADOLESCENTS WITH AUTISM.

Degree: 2017, Penn State University

 The present study used an adapted alternating treatments design to evaluate and compare the effects of video prompting (VP) and video prompting plus frequency building… (more)

Subjects/Keywords: autism spectrum disorder; daily living skills; video prompting; frequency building

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APA (6th Edition):

Wertalik, J. (2017). COMPARISON OF TWO VIDEO PROMPTING INTERVENTIONS TO TEACH DAILY LIVING SKILLS TO ADOLESCENTS WITH AUTISM. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/14277jlw1170

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):

Wertalik, Jennifer. “COMPARISON OF TWO VIDEO PROMPTING INTERVENTIONS TO TEACH DAILY LIVING SKILLS TO ADOLESCENTS WITH AUTISM.” 2017. Thesis, Penn State University. Accessed September 18, 2019. https://etda.libraries.psu.edu/catalog/14277jlw1170.

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

MLA Handbook (7th Edition):

Wertalik, Jennifer. “COMPARISON OF TWO VIDEO PROMPTING INTERVENTIONS TO TEACH DAILY LIVING SKILLS TO ADOLESCENTS WITH AUTISM.” 2017. Web. 18 Sep 2019.

Vancouver:

Wertalik J. COMPARISON OF TWO VIDEO PROMPTING INTERVENTIONS TO TEACH DAILY LIVING SKILLS TO ADOLESCENTS WITH AUTISM. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 Sep 18]. Available from: https://etda.libraries.psu.edu/catalog/14277jlw1170.

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

Council of Science Editors:

Wertalik J. COMPARISON OF TWO VIDEO PROMPTING INTERVENTIONS TO TEACH DAILY LIVING SKILLS TO ADOLESCENTS WITH AUTISM. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/14277jlw1170

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


University of Kansas

26. Leaf, Justin Barrett. Comparison of Simultaneous Prompting to No-No Prompting on Discrimination Learning for Three Children with Autism.

Degree: MA, Applied Behavioral Science, 2008, University of Kansas

 There are many different prompting systems that are being implemented to teach children with autism a variety of skills. This study looked to compare no-no… (more)

Subjects/Keywords: Behavioral psychology; Prompting; Autism; No-no prompt,; Simultaneous prompting; Academics

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APA (6th Edition):

Leaf, J. B. (2008). Comparison of Simultaneous Prompting to No-No Prompting on Discrimination Learning for Three Children with Autism. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/4014

Chicago Manual of Style (16th Edition):

Leaf, Justin Barrett. “Comparison of Simultaneous Prompting to No-No Prompting on Discrimination Learning for Three Children with Autism.” 2008. Masters Thesis, University of Kansas. Accessed September 18, 2019. http://hdl.handle.net/1808/4014.

MLA Handbook (7th Edition):

Leaf, Justin Barrett. “Comparison of Simultaneous Prompting to No-No Prompting on Discrimination Learning for Three Children with Autism.” 2008. Web. 18 Sep 2019.

Vancouver:

Leaf JB. Comparison of Simultaneous Prompting to No-No Prompting on Discrimination Learning for Three Children with Autism. [Internet] [Masters thesis]. University of Kansas; 2008. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/1808/4014.

Council of Science Editors:

Leaf JB. Comparison of Simultaneous Prompting to No-No Prompting on Discrimination Learning for Three Children with Autism. [Masters Thesis]. University of Kansas; 2008. Available from: http://hdl.handle.net/1808/4014


Northeastern University

27. McKay, Julie A. A comparison of prompting hierarchies on the acquisition of solitary play and vocational skills.

Degree: MS, Department of Counseling and Applied Educational Psychology, 2011, Northeastern University

 The present study compared two variations of a 2-second delay prompting hierarchy on the acquisition of solitary play and vocational skills. The most to least… (more)

Subjects/Keywords: educational psychology; psychology; special education; prompting; solitary play; vocational skills; Ability in children; Play assessment (Child psychology); Prompting (Education); Child Psychology; Developmental Psychology

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APA (6th Edition):

McKay, J. A. (2011). A comparison of prompting hierarchies on the acquisition of solitary play and vocational skills. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20001203

Chicago Manual of Style (16th Edition):

McKay, Julie A. “A comparison of prompting hierarchies on the acquisition of solitary play and vocational skills.” 2011. Masters Thesis, Northeastern University. Accessed September 18, 2019. http://hdl.handle.net/2047/d20001203.

MLA Handbook (7th Edition):

McKay, Julie A. “A comparison of prompting hierarchies on the acquisition of solitary play and vocational skills.” 2011. Web. 18 Sep 2019.

Vancouver:

McKay JA. A comparison of prompting hierarchies on the acquisition of solitary play and vocational skills. [Internet] [Masters thesis]. Northeastern University; 2011. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/2047/d20001203.

Council of Science Editors:

McKay JA. A comparison of prompting hierarchies on the acquisition of solitary play and vocational skills. [Masters Thesis]. Northeastern University; 2011. Available from: http://hdl.handle.net/2047/d20001203


University of Kentucky

28. Barnes, Whitney S. Effect of Simultaneous Prompting Delivered by Peers in the General Education Setting.

Degree: 2016, University of Kentucky

 The purpose of this research study was to provide training for peer tutors to use simultaneous prompting to increase the percentage of correct responses of… (more)

Subjects/Keywords: moderate to severe disabilities; simultaneous prompting procedure; peer tutors; Special Education and Teaching

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

APA (6th Edition):

Barnes, W. S. (2016). Effect of Simultaneous Prompting Delivered by Peers in the General Education Setting. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/edsrc_etds/29

Chicago Manual of Style (16th Edition):

Barnes, Whitney S. “Effect of Simultaneous Prompting Delivered by Peers in the General Education Setting.” 2016. Masters Thesis, University of Kentucky. Accessed September 18, 2019. http://uknowledge.uky.edu/edsrc_etds/29.

MLA Handbook (7th Edition):

Barnes, Whitney S. “Effect of Simultaneous Prompting Delivered by Peers in the General Education Setting.” 2016. Web. 18 Sep 2019.

Vancouver:

Barnes WS. Effect of Simultaneous Prompting Delivered by Peers in the General Education Setting. [Internet] [Masters thesis]. University of Kentucky; 2016. [cited 2019 Sep 18]. Available from: http://uknowledge.uky.edu/edsrc_etds/29.

Council of Science Editors:

Barnes WS. Effect of Simultaneous Prompting Delivered by Peers in the General Education Setting. [Masters Thesis]. University of Kentucky; 2016. Available from: http://uknowledge.uky.edu/edsrc_etds/29


California State University – Sacramento

29. Ross, Katherine Elizabeth. Investigating the effects of prompting and reinforcement to teach lipreading.

Degree: MS, Speech Pathology and Audiology (Speech Pathology, 2012, California State University – Sacramento

 Studies have shown that including lipreading instruction as a component of aural rehabilitation therapy may improve a person's lipreading performance. Various methods to teach lipreading… (more)

Subjects/Keywords: Lipreading; Speechreading; Aural rehabilitation; Prompting and reinforcement; Recombinative generalization; Progressive prompt delay

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

APA (6th Edition):

Ross, K. E. (2012). Investigating the effects of prompting and reinforcement to teach lipreading. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1651

Chicago Manual of Style (16th Edition):

Ross, Katherine Elizabeth. “Investigating the effects of prompting and reinforcement to teach lipreading.” 2012. Masters Thesis, California State University – Sacramento. Accessed September 18, 2019. http://hdl.handle.net/10211.9/1651.

MLA Handbook (7th Edition):

Ross, Katherine Elizabeth. “Investigating the effects of prompting and reinforcement to teach lipreading.” 2012. Web. 18 Sep 2019.

Vancouver:

Ross KE. Investigating the effects of prompting and reinforcement to teach lipreading. [Internet] [Masters thesis]. California State University – Sacramento; 2012. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10211.9/1651.

Council of Science Editors:

Ross KE. Investigating the effects of prompting and reinforcement to teach lipreading. [Masters Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1651


NSYSU

30. Lai , Ssu-Yuan. The effect of real-time adaptive prompting strategy on learning programming concepts.

Degree: Master, Information Management, 2016, NSYSU

 In the 21st century, the abilities of problem solving, logical thinking and creativity are very important competence. These abilities can be improved by the processes… (more)

Subjects/Keywords: Real-time adaptive learning; Learning performance; Visual programming environment; Attention; Prompting scaffolds

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

APA (6th Edition):

Lai , S. (2016). The effect of real-time adaptive prompting strategy on learning programming concepts. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0718116-234955

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):

Lai , Ssu-Yuan. “The effect of real-time adaptive prompting strategy on learning programming concepts.” 2016. Thesis, NSYSU. Accessed September 18, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0718116-234955.

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

MLA Handbook (7th Edition):

Lai , Ssu-Yuan. “The effect of real-time adaptive prompting strategy on learning programming concepts.” 2016. Web. 18 Sep 2019.

Vancouver:

Lai S. The effect of real-time adaptive prompting strategy on learning programming concepts. [Internet] [Thesis]. NSYSU; 2016. [cited 2019 Sep 18]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0718116-234955.

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

Council of Science Editors:

Lai S. The effect of real-time adaptive prompting strategy on learning programming concepts. [Thesis]. NSYSU; 2016. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0718116-234955

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

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