Source: Dissertation Abstracts International, Volume: 38-09, Section: A, page: 5399. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 39-11, Section: A, page: 6692. / Thesis (Ph.D.)--The Florida State University, 1978.

Source: Dissertation Abstracts International, Volume: 34-07, Section: A, page: 4037. / Thesis (Ph.D.)--The Florida State University, 1973.

Source: Dissertation Abstracts International, Volume: 34-10, Section: A, page: 6485. / Thesis (Ph.D.)--The Florida State University, 1973.

The purpose of this study was to establish a relationship between a treatment program that draws on the components of a movement activities intervention curriculum model and static and dynamic behaviors; the occurrences of assisted movement; and locomotion through space in four young visually impaired children during an unstructured play period in a large familiar natural environment. Eight experimental questions were generated to probe the functional relationship between Treatment 1, listening activity sessions and verbal prompting to encourage movement in the large familiar environment and Treatment 2, the movement activity sessions with verbal prompts that faded over time. / A repeated measures, multiple baseline design across subjects with reversals was employed to examine the relationship between the two treatments and the four dependent variables. All data was analyzed by visual inspection of the graphic representations of the dependent variables and analysis of the median of each target behavior across the four subjects. / In visually examining the graphic representations of the data, no clear and definite trend emerged after the initiation of Treatment 1 or Treatment 2, thus no functional relationship was established between any of the four dependent variables and either of the two treatment interventions. Consequently "no functional relationship exists" was the answer to each of the eight experimental questions. / Although no clear and definite change was evident in the subjects' behavior relative to the dependent variables, trends did begin to emerge following the introduction of the movement activities sessions. Treatment 2 did have some effect in reducing some static behaviors (swinging, sliding, and climbing), increasing the occurrence of some dynamic behaviors (running, hopping, galloping, and skipping), reducing the occurrence of assisted movements, and increasing slightly locomotion through space. / Source: Dissertation Abstracts International, Volume: 47-03, Section: A, page: 0866. / Thesis (Ph.D.)--The Florida State University, 1986.

This study was conducted to determine if specific teacher behaviors could be taught to teachers of profoundly handicapped students through a two day inservice workshop. A second purpose was to determine the relationship between the demonstrated teacher behaviors and gains in student achievement. / To fulfill the purposes of this study, profoundly handicapped students and their teachers were included. Teachers were provided with inservice training covering specific instructional procedures. At intervals approximately one month and two months following the inservice training, the behaviors demonstrated by the teachers were observed and recorded. In addition, during the same observation periods, student progress was measured and recorded. / The results of this research revealed the following points. First, during the first observation, approximately one month after inservice training, experimental teachers demonstrated eight of the fifteen behaviors more often than contrast teachers. During the same observation, contrast teacher demonstrated five behaviors more often, while neither group of teachers were observed using two specific instructional procedures. Second, during the second observation, (approximately two months after training), the experimental teachers demonstrated five behaviors more than their contrast counterparts. In addition, the contrast teachers outscored the experimental teachers in the demonstration of eight behaviors while neither group demonstrated the use of two specific procedures. Finally, students of teachers receiving training covering a wide range of topics (experimental teachers) made slightly less progress on individually designed objectives than did students of teachers who had received less training (contrast teachers). / Source: Dissertation Abstracts International, Volume: 47-05, Section: A, page: 1694. / Thesis (Ph.D.)--The Florida State University, 1986.

This study was designed to investigate the effect of a self-evaluation program with emotionally handicapped middle school students and to determine if the self-evaluation program produced a positive gain in academic behavior. A second concern was if there was a correlation between words spoken by the subject during the self-evaluation session and that subject's academic success or failure. In addition, the study investigated whether or not an emotionally handicapped middle school student could accurately depict his own success or failure in each self-evaluation session. / A mutliple baseline single subject design was used to measure changes in percent correct reading and arithmetic scores across four subjects. The self-evaluation session was conducted for 30 days, with three of the four subjects showing little or no treatment effect. / One subject showed positive gains in both reading and arithmetic. The high baseline percent correct scores influenced the data and made it difficult to determine if there was a functional relationship between the self-evaluation session and positive gain in academic behavior. Correlations between the words spoken by the subject during the self-evaluation session and academic success or failure were found to be extremely weak. A majority of the subjects did not accurately depict their own academic success or failure. The subject who did show academic gain after treatment institution also was the one who was able to accurately state how he did on academic work. These findings indicate that for the subjects in this study, a self-evaluation session had weak implications for positive academic gains within the EH classroom. / Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0460. / Thesis (Ph.D.)--The Florida State University, 1983.

Source: Dissertation Abstracts International, Volume: 31-09, Section: A, page: 4589. / Thesis (Ph.D.)--The Florida State University, 1970.

Source: Dissertation Abstracts International, Volume: 31-03, Section: A, page: 1104. / Thesis (Ph.D.)--The Florida State University, 1969.

Source: Dissertation Abstracts International, Volume: 31-09, Section: A, page: 4585. / Thesis (Ph.D.)--The Florida State University, 1970.