Log in

Relevant bibliographies by topics / Behavioral assessments / Dissertations / Theses

To see the other types of publications on this topic, follow the link: Behavioral assessments.

Dissertations / Theses on the topic 'Behavioral assessments'

Author: Grafiati

Published: 8 September 2021

Last updated: 29 July 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 dissertations / theses for your research on the topic 'Behavioral assessments.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

1

Perrin, Frances A. "Progressive Response Effort Preference Assessments." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/34629.

Full text

Abstract:

Educational Psychology<br>Ph.D.<br>The identification of preferred and reinforcing stimuli has long been a focus of behavior analysts in applied settings. Research has primarily focused on different methodologies for assessing whether stimuli are preferred and there has been additional research on identifying under what conditions those stimuli will function as reinforcers. Recently, research has begun to examine responses and reinforcers from a behavioral economic perspective. The present study compared responding in a situation where the price of one item was increased, but the price of alte

APA, Harvard, Vancouver, ISO, and other styles

2

Hawkins, Shannon M. "Technical and Applied Features of Functional Assessments and Behavioral Intervention Plans." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/epse_diss/82.

Full text

Abstract:

ABSTRACT TECHNICAL AND APPLIED FEATURES OF FUNCTIONAL BEHAVIORAL ASSESSMENTS AND BEHAVIOR INTERVENTION PLANS by Shannon M. Hawkins When conducted correctly, functional behavior assessments (FBAs) can help professionals intervene with problem behavior using function-based interventions. Despite the fact that researchers have shown that effective interventions are based on function, recent investigators have found that most behavioral intervention plans (BIPs) are written without regard to the function of students’ problem behaviors as documented in their FBAs. This study was conducted to examin

APA, Harvard, Vancouver, ISO, and other styles

3

Thompson, Michelle. "Understanding the effectiveness of functional behavioral assessments and functional behavioral analysis in the school setting." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005thompsonm.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Couvillon, Michael A. "Measurement and Utility of Functional Behavioral Assessments and Behavior Intervention Plans in Classrooms for Students with Emotional and Behavioral Disorders." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5469/.

Full text

Abstract:

This research study examined how education service providers conduct functional behavioral assessments and utilize behavior intervention plans to address the social and emotional needs of students with challenging behaviors. The data are based on a 20-item survey administered to educators who identified themselves as working with students diagnosed with emotional and behavioral disorders. The results and implications of the survey are discussed and evaluated to the review of literature conducted prior to the study. Recommendations for future research are also explored.

APA, Harvard, Vancouver, ISO, and other styles

5

Andersen, Cristina Diane. "Evaluating Video Modeling to Teach Caregivers to Conduct Paired-Stimulus Preference Assessments." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6167.

Full text

Abstract:

Stimulus preference assessments have been shown to identify stimuli that are likely to function as reinforcers for individuals with disabilities. It is important to identify these stimuli to increase the effectiveness of interventions. The ability to conduct a stimulus preference assessment is a skill that parents and caregivers should have. Research on training preference assessments is limited to staff, teachers, and students. The following study evaluated the effectiveness of video modeling to teach caregivers to conduct paired stimulus preference assessments. The results showed that video

APA, Harvard, Vancouver, ISO, and other styles

6

Shier, Ashley C. "Combining Multiple Assessments to Develop Function-based InterventionsFor Children with Autism." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406809871.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Wolf, Roxanne Smith Richard G. "Multiple-respondent anecdotal assessments for behavior disorders an analysis of interrater agreement and correspondence with treatment outcomes /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3596.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Young, Jenna A. "Multiple Stimulus Without Replacement Preference Assessments Compared| Do Parent-Led or Teacher-Led Assessments Lead to More Reinforcing Effects in the School Environment?" Thesis, Trinity Christian College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10814772.

Full text

Abstract:

<p> Two varying types of multiple stimulus without replacement preference assessments (MSWO) were conducted with three 21-year-old participants with low-functioning autism. The first preference assessment was parent-led. This was done by using a revised version of the RAISD, a parent interview tool, to gain the top ten items the parent viewed as being most reinforcing to their child. The experimenter then utilized those 10 items to conduct the multiple stimulus without replacement preference assessment. All three participants were also given a standard multiple stimulus without replacement pre

APA, Harvard, Vancouver, ISO, and other styles

9

Thomas, Gequana. "Teacher Assessments of School-Wide Positive Behavioral Interventions and Supports." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5139.

Full text

Abstract:

Discipline is of increasing concern to school stakeholders in districts around the world. It is especially concerning in a district of a southern U.S. state, where a zero tolerance policy calls for the removal of disruptive students from the classroom. Students, teachers, administrators, and other district officials may benefit from effective implementation of Positive Behavior Interventions and Supports (PBIS), a positive discipline program that includes educators using data for instructional and discipline decision making. In the local district, little is known about the teachers' opinions r

APA, Harvard, Vancouver, ISO, and other styles

10

Wolf, Roxanne. "Multiple-respondent anecdotal assessments for behavior disorders; An analysis of interrater agreement and correspondence with treatment outcomes." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3596/.

Full text

Abstract:

The current study was designed to further evaluate the usefulness of anecdotal assessments. The goal of this study was to evaluate the overall agreement between multiple respondents on the primary function of aberrant behavior using the Motivation Assessment Scale (MAS) and the Functional Analysis Screening Tool (FAST) and, if agreement was obtained, to assess the effectiveness of treatment based on the outcome of the assessments. Results showed that anecdotal assessments were able to identify the general type of contingency maintaining two participants' problem behavior. However, for one part

APA, Harvard, Vancouver, ISO, and other styles

11

Craig, Zachary Edward. "THE EFFECTS OF THE DURATION OF FREE OPERANT PREFERENCE ASSESSMENTS IN YOUNG CHILDREN WITH AUTISM." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/504871.

Full text

Abstract:

Applied Behavioral Analysis<br>M.S.Ed.<br>In this study, 2-minute and 5-minute free operant preference assessments were conducted. Preference hierarchies and the order of item selection were both identified and compared. The preference assessments were administered in alternating order and the resulting differentially preferred items were utilized in subsequent reinforcer assessments to determine if the items selected were reinforcing. The reinforcer assessments were conducted using an initial baseline and an alternating treatment design. Social validity was assessed with both the families and

APA, Harvard, Vancouver, ISO, and other styles

12

Moreno, Gerardo. "Frequency and quality of the implementation of functional behavioral assessments as reported by educators." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9749/.

Full text

Abstract:

The research investigation reported herein examined the quality and experience of the functional behavioral assessment (FBA) process as reported by educators working with students with emotional/behavioral disorders (EBD). The data accrued is based on a 30-item survey and participant telephone interviews examined the overall knowledge of the FBA process by educators and their general experience when conducting a FBA, specifically the procedural timeline, types of education professionals involved, and typical outcomes and results. Survey responses indicated two common barriers in the FBA implem

APA, Harvard, Vancouver, ISO, and other styles

13

Moore, Heather Anne Smith Richard G. "Multiple-respondent anecdotal assessments for behavior disorders an analysis of interrater agreement and correspondence with a functional analysis and treatment outcomes /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5139.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Phillips, Terrie Davis. "Teacher Assessments of Positive Behavior Support in School." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/24.

Full text

Abstract:

Students are often removed from classrooms due to behavioral concerns, which has led to an increase in student drop-out rates. Positive behavior support (PBS), a proactive approach to student discipline, was implemented at a local school in order to address the influx of students being sent to the office. Constructivism was the framework for this mixed method study on teachers' assessments of the current behavior support approach in their school and teachers' perceptions of school-wide PBS training and implementation. Data from the Effective Behavior Support (EBS) Survey were used in a descrip

APA, Harvard, Vancouver, ISO, and other styles

15

Arnalds, Holmfridur Osk. "Correspondence between Multiple-Respondent Anecdotal Assessments and Functional Analysis: Analyses of Rank-Order, Magnitude-of-Difference, and Overall Outcomes." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849776/.

Full text

Abstract:

We administered the Motivation Assessment Scale (MAS) and the Questions About Behavioral Function (QABF) to five raters and compared the results with functional analysis outcomes for 12 cases in which agreement was obtained for at least four out of five raters on either anecdotal assessment. The scores for functional categories on the MAS and QABF were ranked by averaging the scores for the raters who agreed on the primary maintaining variable. Functional analysis results were ranked by examining average responding across all conditions. A comparison showed correspondence between the highest c

APA, Harvard, Vancouver, ISO, and other styles

16

Winningham, Dana. "An analysis of functional behavioral assessments used in public schools in Tennessee and Georgia." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0813102-111657/unrestricted/WinninghamD082202a.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Collins, John Wesley. "An Examination of Chronic Absenteeism as Related to Performance on End-of-Year Missouri State Assessments." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3734185.

Full text

Abstract:

<p> This study was designed to examine if a correlation exists between regular school attendance and academic success. As an outcome of concern for educational expectations in American schools, the government of the United States increased accountability for schools through the No Child Left Behind Act of 2001, requiring schools improve student achievement levels in designated core academic areas (Tyre, Feuerborn, & Pierce, 2011). Unlike the findings of Robert Balfanz and Vaughan Byrnes (2012) of Johns Hopkins University, which found most educational agencies do not keep detailed statistic

APA, Harvard, Vancouver, ISO, and other styles

18

Moreno, Gerardo Bullock Lyndal M. "Frequency and quality of the implementation of functional behavioral assessments as reported by educators." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9749.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Moore, Heather. "Multiple-respondent anecdotal assessments for behavior disorders: An analysis of interrater agreement and correspondence with a functional analysis and treatment outcomes." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5139/.

Full text

Abstract:

An analysis of interrater agreement across multiple respondents on two anecdotal assessments, the Motivation Assessment Scale (MAS) and the Functional Analysis Screening Tool (FAST), was completed for an individual who displayed aggressive behavior. The results of the assessments indicated high agreement across assessments and respondents that the problem behavior was maintained by social positive reinforcement in the form of contingent delivery of tangible items. By contrast, a subsequent experimental analysis indicated that the behavior was maintained by escape from demands. A treatment was

APA, Harvard, Vancouver, ISO, and other styles

20

Bundy, Patricia Pulliam. "Behavior assessments of pregnant adolescents using TFA Systems (tm)." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39081.

Full text

Abstract:

The purpose of this descriptive study was to assess the thoughts, feelings, and actions of pregnant teens at significant decision-making times: time of intercourse, confirmation of pregnancy, and six weeks post delivery. Factors associated with adolescent pregnancy and patterns of behavior were analyzed. Examination of the extant literature on adolescent pregnancy yielded insight into parental, socio-economic, and partner factors. The interview protocol emanated from the literature analysis. The interaction of these factors on the thoughts, feelings, and actions of female teens was the focus

APA, Harvard, Vancouver, ISO, and other styles

21

Canty, Kenika Kiante'. "A Survey of Probation Officers' Opinions: Risk Assessments." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1684.

Full text

Abstract:

The U. S. criminal justice system has used risk assessment tools in an effort to reduce recidivism and risk assessment tools are now commonplace. Correctional organizations, however, have struggled with officers' resistance to these tools in spite of the evidence for their utility. There is limited research that explores the impact of resistance to organizational change within the context of correctional agencies. To address that gap, this correlational study used organizational change theory to examine officers' resistance to the use of risk assessment tools based on officers' opinions of the

APA, Harvard, Vancouver, ISO, and other styles

22

Litvin, Melanie A. "Comparing Response Frequency and Response Effort in Reinforcer Assessments with Children with Autism." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc849638/.

Full text

Abstract:

Reinforcer assessments have largely relied on the use of progressive ratio (PR) schedules to identify stimuli that function as reinforcers. PR schedules evaluate the reinforcing efficacy of a stimulus by measuring the number of responses produced in order to access a stimulus as the number of required responses increases. The current evaluation extends the literature on reinforcer assessments by measuring responding under a progressive force (PF) schedule, in addition to progressive ratio requirements. We compared responding under PR and PF schedules with two children with autism using a multi

APA, Harvard, Vancouver, ISO, and other styles

23

Bout, Danjel. "The Impact of Company Grade Officer Self-Sacrificial Behavior on Subordinate Assessments of Leader Charisma." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587604.

Full text

Abstract:

<p> Newly commissioned officers in the U.S. Army are taught to lead their soldiers from the front and to voluntarily make personal sacrifices in the service of the nation. Although this facet of military culture is seen as critical to the integrity of the force, there are few research studies describing the impact of leader self-sacrifice in the U.S. Army. Research evolving from the transformational leadership literature indicates that civilian leaders who engage in self-sacrificial behavior are viewed as more charismatic than their counterparts and that this perception is particularly pronoun

APA, Harvard, Vancouver, ISO, and other styles

24

Dowdell, Bryan T. "Cardiovascular Stress Response While Gaming and Behavioral and Psychometric Assessments of Gamers and Non-Gamers." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1586172832555307.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Litvin, Melanie Ann. "Comparing Response Frequency and Response Effort in Reinforcer Assessments with Children with Autism." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc849638/.

Full text

Abstract:

Reinforcer assessments have largely relied on the use of progressive ratio (PR) schedules to identify stimuli that function as reinforcers. PR schedules evaluate the reinforcing efficacy of a stimulus by measuring the number of responses produced in order to access a stimulus as the number of required responses increases. The current evaluation extends the literature on reinforcer assessments by measuring responding under a progressive force (PF) schedule, in addition to progressive ratio requirements. We compared responding under PR and PF schedules with two children with autism using a multi

APA, Harvard, Vancouver, ISO, and other styles

26

Campos, Fleitas Claudia. "Development and Validation of the Waiting Assessment Interview Tool (WAIT) and Evaluation of Individualized Waiting Durations in Signaled Reinforcement." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7270.

Full text

Abstract:

Indirect assessments are widely used to identify environmental factors that may be manipulated or integrated in the development of direct assessments and behavior interventions for individuals with developmental disabilities. To date, there are no indirect assessments that can be used to evaluate the extent to which children who engage in problem behavior wait to receive reinforcement. However, there are effective behavior interventions to increase waiting. A treatment package consisting of functional communication training (FCT) and schedule thinning (i.e., multiple schedules) has been identi

APA, Harvard, Vancouver, ISO, and other styles

27

Swanson, Phillip L. "A Quantitative Study of School Characteristics that Impact Student Achievement on State Assessments and those Assessments' Associations to ACT Scores in Tennessee." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1837.

Full text

Abstract:

The purpose of this study was to determine whether a significant relationship exists between particular home, student, and school characteristics and ACT scores and the relationship these characteristics subsequently have with the TVAAS grades assigned to each high school's ACT scores. These home, student, and school variables were socioeconomic status, percentage of minority, graduation rate, per-pupil expenditure, Gateway English II scores, and Gateway Algebra I scores. By looking at these variables and the influence they hold on the education of students, I sought to ascertain the fairnes

APA, Harvard, Vancouver, ISO, and other styles

28

Ramey, James M. "Differences in Statistical Reasoning Abilities through Behavioral-Cognitive Combinations of Videos and Formative Assessments in Undergraduate Statistics Courses." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2494.

Full text

Abstract:

This study evaluated whether significant differences in statistical reasoning abilities exist for completers of short online instructional videos and formative quizzes for students in undergraduate introductory statistics courses. Data for the study were gathered during the Fall 2013 semester at a community college in Northeast Tennessee. Computer-based pedagogical tools can promote improved conceptual reasoning ability (Trumpower & Sarwar, 2010; Van der Merwe, 2012). Additionally, prior research demonstrated a significant relationship between formative quiz access and student achievement (Stu

APA, Harvard, Vancouver, ISO, and other styles

29

Higgins, Lesley Ann. "Diagnostic Decision-Making: How Much Do Behavior Rating Scales Influence School Psychologists?" TopSCHOLAR®, 2010. http://digitalcommons.wku.edu/theses/157.

Full text

Abstract:

Behavior rating scales are commonly used as part of the evaluation process throughout the field of psychology. Behavior rating scales help assess social, emotional, and/or behavioral problems in children, adolescents, and teens. Behavior rating scales indicate the severity of problem behaviors compared to a normative sample. Four scenarios were developed that varied scores on a behavior rating scale and the amount of other information that supported a specific diagnosis. A rating of the likelihood of a diagnosis was requested to see how much influence behavior rating scale scores have on diagn

APA, Harvard, Vancouver, ISO, and other styles

30

Lee, Iwa. "Developmental neurotoxicity of persistent and non-persistent pollutants : Behavioral and neurochemical assessments of a perfluorinated compound, pesticides and interaction effects." Doctoral thesis, Uppsala universitet, Institutionen för organismbiologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-261742.

Full text

Abstract:

The focus of this thesis was to investigate developmental neurotoxic effects of different persistent and non-persistent environmental pollutants, alone or in binary mixtures, when exposure occurs during a critical period of brain development, in mice. The compounds investigated included a perfluorinated compound, perfluorohexane sulphonate (PFHxS), and four different pesticides, endosulfan, cypermethrin, chlorpyrifos and carbaryl. Both persistent and non-persistent pollutants are detected in the environment and in humans, which shows that exposure to these compounds is occurring in real life.

APA, Harvard, Vancouver, ISO, and other styles

31

Hoff, Jeffrey S. "Functional behavioral assessments/behavior intervention plans a study of teacher's [sic] in northwestern Wisconsin and their preparation and understanding of the process as mandated by IDEA /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007hoffj.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Lambert, Joseph Michael. "Sensitivity of Human Choice to Manipulations of Parameters of Positive and Negative Sound Reinforcement." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1945.

Full text

Abstract:

The purpose of this study was to determine whether altering parameters of positive and negative reinforcement in identical ways could influence behavior maintained by each in different ways. Three undergraduate students participated in a series of assessments designed to identify preferred and aversive sounds with similar reinforcing values. Following reinforcer identification, we conducted parameter sensitivity assessments for both positive and negative reinforcers. Parameter manipulations influenced behavior in the same way across reinforcement processes for two participants. However, fo

APA, Harvard, Vancouver, ISO, and other styles

33

Fahrenholz, Anney Renee. "Multiple-Respondent Anecdotal Assessments for Behavior Disorders: An Analysis of Interrater Agreement and Correspondence With Functional Analysis Outcomes." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4616/.

Full text

Abstract:

An analysis of interrater agreement across multiple respondents on anecdotal assessments and correspondence between functional analysis outcomes was completed. Experiment I evaluated overall agreement among multiple respondents (direct-care staff) on the hypothesized function of each residents (28 adults with mental retardation) problematic behavior using the Motivational Assessment Scale (MAS) and the Functional Analysis Screening Tool (FAST). Results of the questionnaires indicated that respondents agreed on the function of the problematic behavior for 10 of the 28 residents. Experiment II e

APA, Harvard, Vancouver, ISO, and other styles

34

Steiner, Carolynn A. "Role-play assessments as a measure of skill acquisition in a parenting program." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/862.

Full text

Abstract:

This study sought to evaluate role-plays assessments with adult role-players as a measure of parents' skill acquisition as taught in the Incredible Years (IY) program. Parent performance during the role-play assessments was compared to parent performance during parent-child interactions. Experiment 1 of this study included role- 6 play assessments for the IY program in a multiple-baseline design across 6 skills with pre and post parent-child interactions. Participants were 7 parents with children between the ages of 2 and 8 years. The parent-child interactions were also scored using the Dyadic

APA, Harvard, Vancouver, ISO, and other styles

35

McKeel, Autumn Nicole. "An Investigation of the Reliability and Validity of PEAK Relational Training System: An Effective Behavioral Intervention for Children with Autism and Developmental Disabilities." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/749.

Full text

Abstract:

The current set of experiments sought to evaluate and address current, empirically based assessments and treatment protocols for children who have autism and/or other developmental disabilities. The past few decades of research have been successful in developing effective behavioral treatments, however, the dissemination of these strategies has not been maximized in applied settings. Furthermore, many existing treatments are outdated or not widely used in school or social settings. The current experiments evaluate existing effective assessments and treatments and extend them with the implem

APA, Harvard, Vancouver, ISO, and other styles

36

Schramke, Sarah [Verfasser]. "The Libechov Minipig as a transgenic animal model for preclinical research in Huntington’s Disease : development of a phenotyping battery including cognitive, motor and behavioral assessments / Sarah Schramke." Hannover : Bibliothek der Tierärztlichen Hochschule Hannover, 2016. http://d-nb.info/1107037573/34.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Anderson, Cynthia Marie. "Linking functional assessment with diagnostic classification development of functional assessment methodology /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=441.

Full text

Abstract:

Thesis (Ph. D.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains x, 181 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 59-67).

APA, Harvard, Vancouver, ISO, and other styles

38

Mitachi, Mami. "The effects of functional assessment and competing behavior analysis information on the behavioral support recommendations for students with problem behaviors by school personnel /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3045091.

Full text

Abstract:

Thesis (Ph. D.)--University of Oregon, 2002.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 144-147). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3045091.

APA, Harvard, Vancouver, ISO, and other styles

39

Johnston, Cristin D. "Observation training evaluating a procedure for generating self-rules in the absence of reinforcement /." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3316373.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Kellum, Karen Kate. "Effects of instructed, shaped, and derived methods of contacting rules on the fluency of rule-following and accuracy of rule-stating." abstract and full text PDF (UNR users only), 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3320562.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Armstrong, Colin Andrew. "The stages of change in exercise adoption and adherence : evaluation of measures with self-report and objective data /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9904722.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

English, Carie L. "Effects of familiar versus unfamiliar therapists on responding in the analog functional analysis." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2401.

Full text

Abstract:

Thesis (M.A.)--West Virginia University, 2002.<br>Title from document title page. Document formatted into pages; contains [iii], 53 p. : ill. Includes abstract. Includes bibliographical references (p. 33-38).

APA, Harvard, Vancouver, ISO, and other styles

43

Silvestre, Carlos E. "A Collaborative Electronic Behavior Assessment System (eBA): Validation and Evaluation of Feasibility." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7574.

Full text

Abstract:

This study validated and evaluated the feasibility of a web-based electronic behavior assessment system, ‘eBA’, designed to facilitate collaboration between caregivers and service providers (behavior analysts) in conducting indirect functional behavior assessment (FBA). In Phase 1, the content and the web architecture of the eBA were validated and refined through a formative evaluation by five behavior analysts. In Phase 2, the eBA system was pilot tested with 10 service providers and 10 caregivers using a post-test only control group design to examine the efficiency and quality of the system

APA, Harvard, Vancouver, ISO, and other styles

44

Chung, Po-Yee. "Functional behavioral assessment-based intervention for children with food refusal behavior /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113006.

Full text

Abstract:

Thesis (Ph. D.)--University of Oregon, 2003.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 155-172). Also available for download via the World Wide Web; free to University of Oregon users.

APA, Harvard, Vancouver, ISO, and other styles

45

Tinney, Ashton Corinne. "An Evaluation of Problem Behavior during a Preference Assessment." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538682/.

Full text

Abstract:

There is a limited amount of research that has evaluated all three types of modalities and consequences during stimulus preference assessments (SPA) or examined problem behavior during preference assessments with individuals with tangible maintained problem behavior. Therefore, the purpose of this study was to extend this line of research in two ways: (a) compare results of SPAs across three modalities and two consequence, (b) evaluate problem behavior during these SPAs with individuals with problem behavior maintained by access to tangible items. The results indicated that for all participant

APA, Harvard, Vancouver, ISO, and other styles

46

Hayes, Kate. "A Qualitative Analysis of Student Behavior and Language During Group Problem Solving." Fogler Library, University of Maine, 2009. http://www.library.umaine.edu/theses/pdf/HayesK2009.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Piotrowski, Andrea Suzanne. "Behavioral assessment of problem behaviors in elderly residents of a personal care home." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq51786.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Harvey, Mark T. "Implementation of trans-situational behavior support systems in home and school environments : expanding the technology of generalization /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998035.

Full text

Abstract:

Thesis (Ph. D.)--University of Oregon, 2000.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 163-175). Also available for download via the World Wide Web; free to University of Oregon users.

APA, Harvard, Vancouver, ISO, and other styles

49

McIntosh, Kent. "Academic, behavioral, and functional predictors of chronic problem behavior in elementary grades /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181113.

Full text

Abstract:

Thesis (Ph. D.)--University of Oregon, 2005.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 106-117). Also available for download via the World Wide Web; free to University of Oregon users.

APA, Harvard, Vancouver, ISO, and other styles

50

Wofford, Sarah Jane. "Sex and fighting: Male and female crayfish utilize different assessment strategies during agonistic behavior." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1367768839.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!