276 results on '"Walker, Virginia L."'
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2. Comparative Effects of Interdependent and Independent Group Contingencies for Pre-service Teachers in a College Classroom
3. Functional Communication Training in Inclusive School Settings for Students with Intellectual and Developmental Disabilities: A Literature Review
4. Effects of Check-In/Check-Out on the Behavior of Students with Autism Spectrum Disorder Who Have Extensive Support Needs
5. Video Performance Feedback and Video Self-Monitoring to Improve Systematic Instruction Implementation for Pre-Service Teachers
6. Preparing General Education Teachers to Include Students with Extensive Support Needs: An Analysis of 'SPED 101' Courses
7. Conceptualizing and Utilizing Board Certified Behavior Analysts as Related Services Providers in Inclusion-Oriented Schools
8. School-Wide Positive Behavioral Interventions and Supports and Students with Extensive Support Needs: A Scoping Review
9. Preparing Teachers to Work with Students with Extensive Support Needs Who Have Complex Communication Needs: Expert Perspectives
10. Efficacy of Teachers Supporting Paraeducators to Implement Functional Communication Training
11. Paraprofessionals' Perceived Skills and Needs in Supporting Students with Autism Spectrum Disorder
12. Planning Supports for Students with Intellectual Disability in General Education Classrooms
13. A Literature Review of School-Wide Positive Behavioral Interventions and Supports for Students with Extensive Support Needs. TIES Center Report 106
14. Participation of Students with Extensive Support Needs in SWPBIS: Administrator and Educator Perspectives
15. Effects of Video Self-Modeling and System of Least Prompts on Completion of Transitional Routines for a Student with Extensive Support Needs in Inclusive Settings
16. Preservice Teachers' Preparation in Communication Instruction for Students with Extensive Support Needs
17. Augmentative and Alternative Communication in an Elementary School Setting: A Case Study
18. Paraeducator-Delivered Interventions for Students with Extensive Support Needs in Inclusive School Settings: A Systematic Review
19. Teacher Preparation in Communication Instruction for Students with Extensive Support Needs
20. Special Educators as Coaches to Support Paraprofessional Implementation of Functional Communication Training
21. A Meta-Analytic Review of Paraprofessional-Implemented Interventions for Students with Autism Spectrum Disorder
22. A Meta-Analysis of Paraprofessional-Delivered Interventions to Address Challenging Behavior among Students with Disabilities
23. Effects of Multiple Schedules of Reinforcement on Appropriate Communication and Challenging Behaviors: A Meta-Analysis
24. An Evaluation of Paraprofessionals' Skills and Training Needs in Supporting Students with Severe Disabilities
25. Using the System of Least Prompts to Teach Personal Hygiene Skills to a High School Student with Comorbid Visual Impairment and Autism Spectrum Disorder
26. Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision.
27. Coaching Paraeducators to Implement Functional Communication Training Involving Augmentative and Alternative Communication for Students with Autism Spectrum Disorder
28. Paraprofessional-Implemented Systematic Instruction for Students with Disabilities: A Systematic Literature Review
29. Teacher-Delivered Training to Promote Paraprofessional Implementation of Systematic Instruction
30. The Evaluation of a Three-Tier Model of Positive Behavior Interventions and Supports for Preschoolers in Head Start
31. An Evaluation of Reinforcer Magnitude and Echoic Prompts on Vocal Requesting of Individuals with Autism Spectrum Disorder
32. Thinning Schedules of Reinforcement Following Functional Communication Training for Children with Intellectual and Developmental Disabilities: A Meta-Analytic Review
33. Interactions of High School Students with Intellectual and Developmental Disabilities in Inclusive Classrooms
34. Implementing Function-Based Behavior Intervention Plans in General Education Settings for Students With Extensive Support Needs
35. Instructional Decision-Making of Professionals Who Support Children Who Use AAC
36. Does planning and arranging individualized supports for students with intellectual and developmental disabilities influence educator confidence and competence in universal design for learning?
37. Access to the General Education Curriculum for Students with Extensive Support Needs: Experts’ Perspectives
38. Assessment and Planning in K-12 Schools: A Social-Ecological Approach
39. Exploring Videos to Support SWPBIS Initiatives: A Survey Study
40. Supporting Educators to Implement Mand Training for a Student with Multiple Disabilities
41. Examining the Inclusion of Students with Severe Disabilities in School-Wide Positive Behavioral Interventions and Supports
42. Expanding Inclusive Educational Opportunities for Students with the Most Significant Cognitive Disabilities through Personalized Supports
43. Function-Based Intervention in Inclusive School Settings: A Meta-Analysis
44. Minimizing Restraint and Seclusion in Schools: A Response to Beaudoin and Moore
45. Promoting the Accessibility of SWPBIS for Students with Severe Disabilities
46. Behavior intervention plan implementation during emergency remote instruction: perspectives of caregivers.
47. Special education teachers' perspectives of effective pre-service training practices in systematic instruction for students with extensive support needs.
48. Teaching Paraprofessionals to Implement Function-Based Interventions
49. Assessing Paraprofessionals' Perceived Educational Needs and Skill Level with Function-Based Behavioral Intervention
50. Teachers' Perspectives and Knowledge of Students With Complex Support Needs and Practices Associated With SWPBIS.
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