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Investigation of the Current Use and Efficacy of Integrative Treatment Methods for Voice Disorders
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In: http://rave.ohiolink.edu/etdc/view?acc_num=miami1556671848700406 (2019)
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Using Realistic Visual Biofeedback for the Treatment of Residual Speech Sound Errors
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In: http://rave.ohiolink.edu/etdc/view?acc_num=case152303105596537 (2018)
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Exploring Associations between Language and Working Memory Abilities in Children with Specific or Combined Impairments in Language and Working Memory
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In: Electronic Thesis and Dissertation Repository (2018)
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Reading Instruction for Children who use AAC: Considerations in the Pursuit of Generalizable Results
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Promoting Interactions in Preschoolers with Autism Spectrum Disorder via Peer-mediated Intervention.
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Slow Speech Rate Effects on Stuttering Preschoolers with Disordered Phonology
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In: Our House Articles, Posters, and Presentations (2015)
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Morphological Analysis Training for English Language Learners With Reading Difficulties
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In: Davidson, Sean Jeremy. (2014). Morphological Analysis Training for English Language Learners With Reading Difficulties. UC Riverside: Education. Retrieved from: http://www.escholarship.org/uc/item/70c919st (2014)
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Morphological Analysis Training for English Language Learners With Reading Difficulties
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Morphological Analysis Training for English Language Learners With Reading Difficulties
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Supporting Preschool Teachers’ Use Of Positive Behavior Strategies Through Conjoint Behavioral Consultation
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In: Counseling and Psychological Services Dissertations (2014)
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Abstract:
The evidence clearly indicates that, not only is the learning process affected by many factors including students’ mental health and social-emotional learning (SEL), but also zero tolerance methods of managing students’ problem behaviors are largely ineffective. This dissertation introduces a suggested model for supporting educators’ efforts in the implementation and sustainability of SEL programs using a response-to-intervention (RTI) model for educators. Additionally, the current study examined the effects of conjoint behavioral consultation (CBC) on (a) the role of teachers’ classroom practices, (b) the home-school partnership, and (c) the relationship these two factors have on young children’s challenging behaviors. Participants in this study were four triads, each consisting of one pre-k teacher, one preschool student with challenging behaviors, and one set of preschool students’ parents from a suburban county in the southeast. Three dependent variables were measured in this study: (1) teachers’ target behaviors were measured using direct observation; (2) students’ target behaviors were measured using direct observation (i.e., daily by teachers and parents) and ratings on the Social Skills Improvement System Rating Scale (SSIS-RS; Elliott & Gresham, 2008); and (3) the impact of the intervention on the home-school relationship was measured both pre- and post-intervention using the Parent-Teacher Relationship Scale - II (PTRS-II; Vickers & Minke, 1995). The independent variable was a multi-component intervention package that incorporated the four stages of CBC (Sheridan & Kratochwill, 2010) with a social skills intervention plan. A relationship was established between the intervention and teachers’ use of select positive behavior support (PBS) strategies. Furthermore, results indicated that the intervention package was effective in improving all students’ challenging behaviors in the school setting and for three of the four students challenging behaviors in the home setting. Finally, results from the PTRS-II indicated that parents and teachers’ perceptions of the home-school relationship actually declined. However, this outcome was unexpected because the anecdotal reactions from the participants throughout this study were very positive. Ratings on the social validity of the intervention as measured by the Treatment Evaluation Inventory – Short Form (TEI-SF; Kelley, Heffer, Gresham, & Elliott, 1989) were high.
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Keyword:
challenging behaviors; conjoint consultation; home school relationship; positive behavior strategies; preschool; single subject design
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URL: https://scholarworks.gsu.edu/cgi/viewcontent.cgi?article=1104&context=cps_diss https://scholarworks.gsu.edu/cps_diss/97
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Applying empirical methods in clinical practice : introducing the model for assessing treatment effect
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The Effects of Guided Visual Vocabulary Practice for Students with Learning Disabilities on Learning Concrete Nouns in Spanish
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A comparison of word learning in 3-year-old children at-risk for language and literacy difficulties in two conditions: dialogic reading and activity-based intervention
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Bringing single-case methodology into the clinic to enhance evidence-based practices
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Perceptual acclimatization post nonlinear frequency compression hearing aid fitting in older children
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In: Communication Sciences and Disorders Publications (2012)
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The effectiveness of milieu language strategies on the English language growth of Head Start children learning English as a second lnaguage
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In: Graduate Theses and Dissertations (2011)
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Verbal Behavior Analysis on Pronoun Use by a Child with Autism
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The Effects of Hand Fidgets on the On-Task Behaviors of A Middle School Student With Disabilities in an Inclusive Academic Setting
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In: Graduate Theses and Dissertations (2005)
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Effects of a combined treatment with direct feedback on generalization learning in children with phonological disorders
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