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Dissertations / Theses on the topic 'Education|Special education|Behavioral sciences'

Author: Grafiati

Published: 9 July 2021

Last updated: 29 July 2025

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1

Rodgers, Sarah. ""Do I Have to Do It This Way?"| A Look at How Expert-Led Trainings Can Affect Paraeducators' Job Performance and Job Satisfaction." Thesis, Trinity Christian College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811685.

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<p> The project will consider how paraprofessionals are trained for their jobs and how this can affect how they feel about their place of employment. Paraprofessionals are called upon to provide service and care to individuals who need extra assistance. However, in order to properly perform specific parts of their jobs, they need to have proper trainings that explain how to execute these responsibilities. This project will examine how paraprofessionals are trained for their job by comparing the checklist of training required by one school’s HR department along with what is actually occur

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2

Ryan, Taylor Elden. "The Effects of a Token Economy on Tootling and Prosocial Behavior of Kindergarten Students in Three General Education Classrooms." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429608669.

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3

Willke, Carolyn. "The Effects of Differential Observing Responses on the Acquisition of Observational Learning." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429737046.

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4

Amadi, Chelsea Jean. "Effects of a Student and Peer-Focused Intervention on Social Skills, Interactions and Play for Students with Autism and Significant Cognitive Impairment at Recess." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586512067273871.

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5

Pellack, Kaylee. "Bouncing Toward Concentration| Using Alternative Seating When Completing a Given Task For Students with Attention Deficit Hyperactivity Disorder." Thesis, Trinity Christian College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813971.

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<p> This research study was done to evaluate the effectiveness of alternative seating for a student with attention deficit hyperactivity disorder when completing a given task. The aim of this study was to note the difference in task completion duration when given the alternative form of seating. Research was done through observation and data collection over a four-week timeframe at a public school in Olympia Fields, Illinois. This elementary school serves a population of both general education students and special education students. The study looks at a special education kindergarten student

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6

Karhoff, Leticia. "The Impact of a Self-Regulation Program on Problem Behaviors of One Elementary Student." Thesis, Minot State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10284147.

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<p> The purpose of this study was to determine the impact of a self-regulation curriculum, the Zones of Regulation (Kuypers & Winner, 2011), on the problem behaviors of an elementary male student in a rural public school setting. This single subject study used an ABAB design in which baseline data was collected during Phase 1 (one week), the Zones of Regulation Curriculum was implemented during Phase 2 (two weeks), the Zones of Regulation Curriculum was withdrawn during Phase 3 (one week), and then re-implemented during Phase 4 (two weeks). The data collected were the number of problem beh

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7

Tarr, Christopher W. "The Effects of Physical Exercise on Stereotypic Behaviors in Autism| A Meta-Analysis." Thesis, Slippery Rock University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10984780.

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<p> The prevalence rate of children with autism has been on the rise for the past 20 years. A hallmark characteristic of this disorder is the presence of stereotypic behaviors. Children who engage in stereotypic behaviors experience difficulties in effectively interacting with their surrounding environment. Both consequence-based and antecedent based interventions have been successful in decreasing these interfering behaviors. The performance of physical exercise has shown positive results as both a consequence based and antecedent based intervention in reducing stereotypic behaviors. The curr

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8

Garner, Joshua. "Resurgence of Phonetic Responding." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437733053.

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9

Downey, Claudia. "School Psychologists' Reports: Special Educators' Preferences." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2265.

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Special educators were surveyed in order to determine which of two distinct styles of school psychologists' reports, (psychological vs. psychoeducational) was perceived to be most useful. The sample population consisted of 39 special educators employed by the Bowling Green (Ky.) Independent School District and the Warren County (Ky.) Board of Education. Teachers' rankings of the ten report sections (five per style of report) were compared by an analysis of variance. Results of the 2 (report style: psychological vs. psychoeducational) by 5 (report sections: referral vs. background and observati

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10

Ivy, Jonathan. "Manipulating Motivating Operations Within and Across Classes of Reinforcers: Are There Differential Effects?" The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1311431966.

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11

Lamson, Ashlee M. "A Survey of Preschool Special Education Professionals and Their Use of Positive Behavior Interventions & Supports in Early Childhood Settings." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/597020.

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Special Education<br>Ph.D.<br>This study sought to describe the current implementation of behavioral strategies across Tiers 1, 2 and 3 of the preschool Positive Behavior Interventions & Supports (PBIS) model by preschool special education professionals in the state of Pennsylvania (PA). Both federal and state mandates have urged and required the use of PBIS in early childhood settings to alleviate issues of challenging behavior, while simultaneously reducing suspension and expulsion at the early childhood level. As such, the current study attempted to outline the level of preparation and trai

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12

Vandergrift, Kerry Fay. "The Social Work Perspective on English Language Learners Entering Special Education." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2720.

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Grounded theory was used to examine the social work perspective on English language learners (ELLs) entering special education. Fourteen interviews were conducted with 11 current school social workers from seven counties and cities in Virginia. The resulting theory is that the core variable, supporting ELLs, is the best attempt to resolve the main concern, the disconnect between the needs of ELLs and the resources available to them. This grounded theory suggests social workers and other school personnel can support ELLs and avoid an inappropriate referral to special education through: (1) cult

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13

Hogate, Gregory L. "The Use of Technology to Increase the Voice Volume of a Child with ASD." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1620313506258294.

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14

Huffman, Bobby W. "Incorporating Special Interests into Task Analyses and Story Problems to Increase Accurate Responding for a Child with Autism." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1503010101521512.

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15

Homlitas, Christa. "The Effects of Behavioral Skills Training on Implementation and Generalization of the Picture Exchange Communication System (PECS): a Systematic Replication." Youngstown State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1311184577.

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16

Seaman, Rachel Lynn. "Paraprofessional-Implemented Vocational Training for Students With Severe Disabilities." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1493500711957814.

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17

Charette, Lisa A. "Phenomenological Dynamic of How ADHD Student Recidivism Affects Alternative Education Teacher Services." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5684.

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The research problem in this study involved the student cycling, or recidivism, problem associated with specialized education environments. In particular, alternative education students with attention deficit hyperactivity disorder are cycling in and out of alternative and regular education at a concerning frequency. This student recidivism problem affects the services of teachers who are trying to transform them into permanent regular education learners. The purpose of this study was to obtain specific information from these teachers, via the research questions, as it applies to the theoretic

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18

Valentine, Tammy Conchita. "Teachers' Perceptions of Implementing Response to Intervention in Meeting Academic Needs of At-Risk Students in Kindergarten through Second Grade." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1763.

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The passage of the Individuals with Disabilities Education Improvement Act (2004) increased educators' awareness of Response to Intervention (RTI) as a means of providing high-quality instruction and interventions matched to student needs. The challenges that came with RTI were meeting every student's need, implementing scientific research-based interventions, and expecting mastery of grade-level standards. The purpose of this study was to create a foundation of knowledge through exploratory case study interviews in 4 rural school districts in East Tennessee. All participants were certified te

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19

Heckers, Desiree Noelle. "THE EFFECTS OF USING BEHAVIORAL SKILLS TRAINING TO TEACH PARENTS TO IMPLEMENT ESCAPE EXTINCTION PROCEDURES IN THE TREATMENT OF PEDIATRIC FEEDING DISORDERS." Master's thesis, Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/581582.

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Applied Behavioral Analysis<br>M.S.Ed.<br>The current study evaluated the effects of a Behavioral Skills Training (BST) package on parental implementation of escape extinction in a feeding clinic. Three parents of children enrolled in a clinic-based three-week intensive feeding disorder treatment program participated. The goal of the current study was to improve the already existing parent training component of the clinic’s program by utilizing BST to teach the participants critical skills needed to implement the feeding interventions at home. The BST package included verbal instruction, model

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20

Bartoszuk, Karin, James Fox, Pamela J. Mims, and Olakunle Oni. "Survey of Special Education Teachers' Stress, Burnout, and Professional Development Needs in Rural School Districts." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3211.

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21

Sawyer, Mary Rachel. "The Effects of Coaching Novice Special Education Teachers to Engage in Evidence Based Practice as a Problem-Solving Process." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436464651.

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22

Xu, Ziwei. "Training via Practitioner Journal Articles: A Pathway to Increasing Teachers’ Procedural Integrity." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468419047.

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23

Miles, Nicole P. "Noncontingent Delivery of Preferred Stimuli to Treat Problem Behavior in the Classroom." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/595.

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Students with emotional and behavioral disorders (EBD) have very poor long-term outcomes. Non-contingent reinforcement (NCR) has been used to successfully reduce problem behaviors. NCR is frequently used with populations with severe disabilities and in hospital settings using function based reinforcers. Very few studies have applied the use of NCR to EBD populations, and to students whose cognitive scores fall within the normal range. No studies have examined the use of preferred tangible reinforcers delivered non-contingently with participants with EBD or in classroom settings. This study mea

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24

Marcus, Alonna. "Teaching Children with Autism Inclusion Readiness Skills Using Video Self-Modeling with an iPad." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/269008.

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Educational Psychology<br>Ph.D.<br>Video self-modeling has been used in the past to teach many skills to children with autism. Children with Autism Spectrum Disorders have a lack of language processing, expressive communication, and social skills. These deficits may impact the ability to function in the general education classroom. The current investigation examined the effects of using video self-modeling with an iPad device to teach inclusion readiness skills to children with autism. The specific group directions that were taught were cleaning up, lining up, and sitting down. Three young chi

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25

Nepo, Kaori Gunji. "The Use of iPads® to Promote Leisure Activities for Adults with Autism Spectrum Disorder (ASD) and Intellectual Disability (ID)." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/439997.

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Special Education<br>Ed.D.<br>Adults with autism spectrum disorder (ASD) are characterized by difficulties in social interactions and functional communication skills, and the presence of repetitive behaviors and restrictive interests (American Psychiatric Association, 2013). These characteristics can adversely affect the daily functioning of individuals with ASD and pose problems for them in obtaining and maintaining stable employment. In addition, their limited ability to engage in leisure activities can also diminish their quality of life (Garcia-Villamisar, & Dattilo, 2010; Patterson, & Peg

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26

Penrod, Lindsey A. "The Effects of Video Prompting for Activities of Daily Living With Preschool Students With Significant Intellectual and Developmental Disabilities." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429706158.

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27

Groskreutz, Mark P. "Examination of Behavioral Momentum with Staff as Contextual Variables in Applied Settings with Children with Autism." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/721.

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Behavioral momentum theory proposes that the persistence of behavior when exposed to disruptors provides an appropriate measure of the strength of behavior. Basic research has consistently demonstrated that behaviors that occurred in a context with higher overall rates of reinforcement (rich contexts) were more persistent than other behaviors that have occurred in a context with relatively lower rates of reinforcement (lean contexts). More surprisingly, behavioral momentum theory goes on to assert that this greater persistence in richer contexts is found even when rate of responding is lower

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28

Haberlin, Alayna T. "An Examination of Behavioral History Effects on Preference for Choice in Elementary Students." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1282061359.

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29

Copeland, Haidee A. 1963. "Social Skills Triad: Promoting Social Competence in Teens with Asperger's Syndrome (AS) / High Functioning Autism (HFA)." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11528.

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xiv, 115 p. : ill. (some col.)<br>This dissertation presents the findings of a Type 2 translational research study to develop and test the feasibility and social validity of a social skills intervention for middle/secondary students with Asperger's Syndrome (AS) / High Functioning Autism (HFA). Utilizing a technology adoption model (TAM), this dissertation project sought to develop and test the feasibility of a three-tiered social skills curriculum/training program to promote social competency in teens with AS/HFA across multiple settings: school, home, and community. The TAM was developed in

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30

Fox, James, Pamela Mims, and Karin Bartoszuk. "Current Practices and Effectiveness of Special Education Professional Development in Rural Environments: Preliminary Analyses." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4172.

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Results of an on-line survey of special education teachers in rural Tennessee, Virginia, North Carolina and Kentucky are reported. Demographic variables, self-efficacy, burnout and professional development measures were reported by 187 teachers. Implications for content and delivery of professional development are discussed.

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31

Mizrachi, Sharona Beila. "The Effects of Video Modeling on Teaching Physical Activities to Individuals with Significant Disabilities." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343051585.

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32

Bartoszuk, Karin, Cecilia A. McIntosh, and Scott F. Kirkby. "Lessons Learned from the East Tennessee State University (ETSU) Graduate Student Exit Survey." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3209.

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33

Musolff, Jennifer A. "Variables Considered by Educators when Determining Educational Placement for Children with Autism." Youngstown State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1486114952355454.

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34

Smith, Samantha L. "Comparing Error Correction Procedures: Incorporating Effective and Efficient Teaching with Learner Preference." Master's thesis, Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/402713.

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Teaching & Learning<br>Ed.M.<br>Previous research has evaluated error correction procedures to assess their effectiveness, yet few studies have evaluated preferences for these procedures. An alternating treatments design was used to compare the effects of four error correction procedures: model, single response repetition (SRR), multiple response repetition (MRR), and single response repetition with an embedded distracter trial (SRR-D), on the acquisition of sight words for three adolescent males. Preference for the procedures was assessed by using a concurrent chains procedure consisting of f

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35

Deal, James E., and Karin Bartoszuk. "Personality, Identity, and American Protestant Fundamentalism: What are the Connections?" Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3207.

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This study examined the associations between personality, identity, and protestant fundamentalism (subscales included inerrancy, evangelism, premillennialism, and separatism). 440 college students between the ages of 18 and 29 participated in the study, and self-identified as protestant. A step-wise regression revealed the following findings. Neuroticism was negatively associated with inerrancy, evangelism, and separatism; extroversion was negatively related to separatism; and agreeableness was positively related to inerrancy, evangelisms, and premillennialism. Exploration in depth was positiv

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36

Reagon, Kara Anne. "Using Script-Fading Procedures to Teach Children with Autism to Initiate During Free Play." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1495.

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Children with autism often display deficits in social interaction, communication, and play. Unlike typical peers during free play with a variety of games and toys, they often do not initiate to others or engage in interactive game play for sustained periods of time. Previous research has demonstrated the effectiveness of script-fading procedures in increasing initiations and conversational repertoires for children with autism. However, these procedures were examined in arranged environments using an activity schedule or in structured settings. In addition, the role of the conversation partner

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37

Needham, Mick. "Behavioral Outcomes of the BOSS Teaching Program With Adults With Intellectual Disabilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4808.

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Despite an abundance of research on interventions to improve social skills of young children with intellectual disabilities (ID), there is limited research on interventions aimed at improving social skills of adults with ID. The purpose of this single-subject study was to evaluate the outcomes of the Behavioral Opportunities for Social Skills (BOSS) teaching program for adults with ID. The theoretical framework for this study was Skinner's operant conditioning which incorporates the principles of applied behavior analysis, reinforcement, and operant extinction. After direct support professiona

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38

Bartoszuk, Karin, James E. Deal, and Meghan Yerhot. "Parents' and College Students Perceptions of Support and Family Environment." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/4872.

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The main objectives of this multimethod exploratory study were to compare parent and college student perceptions of communication patterns, financial/emotional support, family environment, and achieved adulthood during the transition to adulthood while in college. First, focus groups including eight parent figures and 16 students were conducted to provide feedback on important topics as well as on survey instruments. Survey responses from 152 parent figures and their college-age children were then used for the exploratory survey study. Parents reported providing more financial support, more po

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39

Leighner, Ross. "The Effects of Instructor-Directed Video Prompting on Teaching Vocational Skills." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437423952.

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40

Smith, Elle McKenzie. "The Effects of Delayed Reinforcement Through a Token Economy on Treating Escape-Maintained-Problem Behavior Without Extinction." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1491993155148695.

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41

Bartoszuk, Karin, and Alison L. Barton. "Exploration of the Association Between the EOM-EIS-2 and the IDEA in Predicting Emotional Outcomes." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/3431.

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42

Vallinger, Mary K. `. "A Comparison of Procedures to Establish Emergent Intraverbals in Children with Autism Spectrum Disorders." Youngstown State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1369942529.

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43

Johnston, Julia M. "Implementation of "Potty Party": An Errorless Learning Procedure in the School Setting to Toilet Train Children with Autism." Youngstown State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1434016622.

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44

Heacock, Jessica Lynn. "The Effects of a Modified Time Delay Procedure on Intraverbal Responding." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374194687.

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45

Watson, Charity G. "Visual Activity Schedules with Embedded Video Models to Teach Laundry Skills to Adults with Intellectual Disability." UKnowledge, 2017. http://uknowledge.uky.edu/edsrc_etds/41.

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Research using visual activity schedules (VAS) with embedded video models (VM) has been effective to teach novel skills to children and adolescents with intellectual disability (ID). However, there is limited research using VAS/VM to teach adults with ID. The purpose of the current study was to determine if VAS/VM could be used as a self-instructional tool for adults with ID to increase independence in laundry skills. Results from the current study provide evidence that a functional relation exists when using VAS/VM to teach laundry skills to adults with ID. Two adults generalized the use of t

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46

Bartoszuk, Karin, and James E. Deal. "Predictors of College Students’ Drop Out/Stop Out." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3210.

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47

Bartoszuk, Karin, Alison L. Barton, and J. B. Snider. "Identity Processes and Perceptions of the Attainment of Adulthood: A Model for Investigation." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3432.

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48

Fox, James, Pamela Mims, Karin Bartoszuk, and O. Olakunle. "Current Practices and Effectiveness of Professional Development and the Association to Self-efficacy and Burnout." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/4171.

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49

Johnson, Brenda Ineca. "Teachers' Characteristic and Exceptional Student Academic Learning Outcomes in Middle School." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7480.

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Federal mandates ensure that each and every child regardless of race, national origins, and socioeconomic status, is entitled to a high-quality education. Reports from the Department of Education have stated that over 80% of exceptional students receive their academic instructions within general education classrooms. There is limited research on exceptional students learning outcomes in general education classrooms with general education curriculum. The purpose of this quantitative study was to test the theory of self-determination that explains the impact of teacher characteristics (N = 85 ed

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50

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

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