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Title: Changing on-task behavior of three students using Assertive Discipline and CLASS.
Creator: Winsor, Donna J., Florida Atlantic University, O'Shea, Lawrence
Abstract/Description: Many student behaviors interfere with schools' primary function--teaching academic and social skills. In response, teachers use behavior management programs to improve learning environments and help students assume responsibility for their behaviors. This study examined the effectiveness of two commercially available programs designed to increase on-task behaviors of frequently off-task students. Under the Assertive Discipline (AD) program, students demonstrated low on-task behavior rates....
Show moreMany student behaviors interfere with schools' primary function--teaching academic and social skills. In response, teachers use behavior management programs to improve learning environments and help students assume responsibility for their behaviors. This study examined the effectiveness of two commercially available programs designed to increase on-task behaviors of frequently off-task students. Under the Assertive Discipline (AD) program, students demonstrated low on-task behavior rates. Under Contingencies for Learning Academic and Social Skills (CLASS) program, students showed high on-task behavior rates. These results seem to indicate that CLASS' focus on positive classroom behaviors, peer support, and student self-reinforcement helps teachers improve on-task behaviors as compared to Assertive Discipline.
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Date Issued: 1991
PURL: http://purl.flvc.org/fcla/dt/14760
Subject Headings: Behavior modification, Classroom management
Format: Document (PDF)

Title: Antecedent selection: The use of simplified speech versus typical speech in discrete trial teaching formats.
Creator: Brown, Mapy Chavez., Florida Atlantic University, Scott, Jack
Abstract/Description: Research has shown that applied behavior analysis is an effective methodology for instruction of children with autism. Furthermore, recent research has indicated a direct correlation between autism severity level and response accuracy under different verbal discriminative stimulus conditions used in the antecedent portion of a discrete instructional trial. This study was conducted to further investigate the relationship between autism severity level and response accuracy under different...
Show moreResearch has shown that applied behavior analysis is an effective methodology for instruction of children with autism. Furthermore, recent research has indicated a direct correlation between autism severity level and response accuracy under different verbal discriminative stimulus conditions used in the antecedent portion of a discrete instructional trial. This study was conducted to further investigate the relationship between autism severity level and response accuracy under different verbal discriminative stimulus conditions using the Gilliam Autism Rating Scale (GARS) to measure the autism severity of four prekindergarten students who were being served in home-based applied behavior analysis programs. Response accuracy was assessed under two experimental conditions for each participant: simplified speech and typical speech, using an alternating treatments design. These results are presented and discussed in relation to improving the effectiveness of early intervention program.
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Date Issued: 2001
PURL: http://purl.flvc.org/fcla/dt/12734
Subject Headings: Autistic children--Behavior modification, Autism in children--Diagnosis
Format: Document (PDF)

Title: USING AN INSTRUCTIONAL PACKAGE TO SUPPORT ADULTS WITH AUTISM IN COMMUNICATING WITH A MEDICAL PROVIDER.
Creator: Wood, Jacqueline M., Dukes, Charles, Florida Atlantic University, Department of Exceptional Student Education, College of Education
Abstract/Description: Adults with autism spectrum disorder (ASD) often experience co-occurring physical and mental health challenges throughout their lives. At the same time, they often face many barriers to accessing proper care. Strategies to improve communication and understanding can help to mitigate some of these barriers. This study examined the effects of an instructional package, including a video module accompanied by guided notes, the Autism Healthcare Accommodations Tool (AHAT), and behavior skills...
Show moreAdults with autism spectrum disorder (ASD) often experience co-occurring physical and mental health challenges throughout their lives. At the same time, they often face many barriers to accessing proper care. Strategies to improve communication and understanding can help to mitigate some of these barriers. This study examined the effects of an instructional package, including a video module accompanied by guided notes, the Autism Healthcare Accommodations Tool (AHAT), and behavior skills training (BST) to teach adults with autism to communicate their unique needs and request accommodations from a medical provider. Participants completed a self-guided video module that guided them through the process of completing the notes and AHAT to identify appropriate accommodations and prepare for a doctor’s appointment. Once completed, participants learned to verbalize their needs and accommodations through BST. Results showed that the participants’ communication skills increased after the introduction of the instructional package, generalized to a novel doctor and maintained once the instructional package was removed. Implications and suggestions for future research are discussed.
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Date Issued: 2023
PURL: http://purl.flvc.org/fau/fd/FA00014165
Subject Headings: Autism, Adults, Autism spectrum disorders--Patients--Behavior modification
Format: Document (PDF)

Title: Cognitive distortion change in boot camp participants.
Creator: White, Patricia Ann, Florida Atlantic University, Ulrich, Ted
Abstract/Description: This study compared cognitive distortion change between boot camp participants who received an intervention authored by Samenow (1994), entitled "Commitment to Change" and boot camp participants who did not receive the intervention. The purpose of the study was to determine if there would be a significant difference between the treatment groups and if demographic variables (age, sex, race, grade level of academic achievement, criminal history, drug usage) would be significant in predicting...
Show moreThis study compared cognitive distortion change between boot camp participants who received an intervention authored by Samenow (1994), entitled "Commitment to Change" and boot camp participants who did not receive the intervention. The purpose of the study was to determine if there would be a significant difference between the treatment groups and if demographic variables (age, sex, race, grade level of academic achievement, criminal history, drug usage) would be significant in predicting characteristics of a boot camp participant most amenable to change from the intervention and from the boot camp experience. The research was done in 1995 with boot camp participants (N = 99) at the Broward County Division of Community Corrections in Fort Lauderdale, Florida. The instrument used as a pretest/posttest in this quasi-experimental study was the How I Think (HIT) questionnaire. Regressions performed revealed no significant difference between those who received the intervention and those who did not. No demographic variables were significant in predicting characteristics of a boot camp participant most amenable to change. The result, however, is inconclusive because of the low power of the statistical test. With longer treatment time, more homogeneous groups, and larger sample size, a false null hypothesis would have been easier to detect. It is suggested that further studies use a larger sample size. Within-group variability could be lessened by age, grade level of academic achievement, criminal history, drug usage, or willingness to participate. The length of time of the intervention should be lengthened to 10 to 15 weeks or presented in the final stage of boot camp when participants, particularly the drug addicted cadets, might be more receptive to examining their distorted thinking. Because cognitive distortions promote disciplinary problems in the educational setting, it is suggested that research be conducted with at-risk students in public schools to determine the effect of a cognitive distortion change intervention program in an educational setting.
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Date Issued: 1996
PURL: http://purl.flvc.org/fcla/dt/12474
Subject Headings: Shock incarceration, Criminals--Rehabilitation, Behavior modification, Cognitive therapy, Deviant behavior--Rehabilitation
Format: Document (PDF)

Title: Differential effects of assessment report type on special educators' recommendations regarding identification of goals and choice of intervention.
Creator: Zinkil, Susan S., Florida Atlantic University, Taylor, Ronald L.
Abstract/Description: There has been a substantial amount of research supporting the use of functional behavioral assessment (FBA) for students with severe to profound disabilities. Many of the studies with these populations have shown to greatly impact the behavior of students when FBA-generated interventions, which match the function of the targeted behavior, are used to improve behavior. This research was the basis for the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA), which...
Show moreThere has been a substantial amount of research supporting the use of functional behavioral assessment (FBA) for students with severe to profound disabilities. Many of the studies with these populations have shown to greatly impact the behavior of students when FBA-generated interventions, which match the function of the targeted behavior, are used to improve behavior. This research was the basis for the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA), which specifically requires the use of the FBA to generate educative, positively-based interventions. Since IDEA '97, research has shown the effective use of the FBA to create interventions matching the function of the problem behavior for students with milder disabilities. This is promising as research has been lacking in what assessment data teachers use to select behavioral interventions. Furthermore, school personnel have been ineffective in dealing with the problem behavior of students with disabilities as evidenced by high suspension rates for students with disabilities. There is also very limited research in the area of what assessment data is used in the development of individualized education programs (IEP) for students with emotional disabilities. The psychological evaluation is used to determine eligibility for special education, yet there is no research indicating that the information contained within a psychological evaluation is used for either goal development or intervention selection. This is problematic in that IEPs developed for students with emotional disabilities are lacking in quality and effectiveness. This study examined the effect that types of assessment report played on teachers' selection of interventions and IEP goal development for a student with an emotional disability. After reviewing an FBA or psychological evaluation, participants were to develop a behavioral goal. These goals were rated for the presence or absence of five quality indicators that should be present in a well-developed goal. No significant differences were found in the frequencies of these goal indicators. Participants were then asked to indicate preference of use of three interventions to increase appropriate behavior and three interventions to decrease inappropriate behavior and then to rank order their potential use of the interventions. No significant differences were found in the indication of use on either measure. Participants did consistently indicate preferred use of the three positively-based interventions.
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Date Issued: 2004
PURL: http://purl.flvc.org/fcla/dt/12116
Subject Headings: Behavior modification, Problem children--Education, Children with disabilities--Education, Individualized instruction, Behavioral assessment of children
Format: Document (PDF)

Title: Teaching individuals with autism spectrum disorder safe pedestrian skills using video modeling with in situ video prompting.
Creator: Honsberger, Toby, Wilson, Cynthia L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Autism spectrum disorder (ASD) affects 1 in every 68 children. Individuals with ASD have deficits in social, communication and behavioral skills which put them at a higher risk of injury and death than their typically developing peers. Parking lots are environments that present a number of potentially dangerous situations. Pedestrian skills, due to reliance on subtle cues and quick problem solving, can be especially difficult for individuals with ASD to master. The present study used a...
Show moreAutism spectrum disorder (ASD) affects 1 in every 68 children. Individuals with ASD have deficits in social, communication and behavioral skills which put them at a higher risk of injury and death than their typically developing peers. Parking lots are environments that present a number of potentially dangerous situations. Pedestrian skills, due to reliance on subtle cues and quick problem solving, can be especially difficult for individuals with ASD to master. The present study used a multiple probe design across participants to examine the effectiveness of a video modeling intervention with in situ video prompting feedback to teach five individuals with ASD to safely navigate a parking lot. Results of the study revealed that all five participants rapidly acquired the targeted skills and the skills were maintained in the absence of the video intervention at one week and two week intervals. Suggestions for further applications of the intervention package and implications for safety instruction are also offered.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004379, http://purl.flvc.org/fau/fd/FA00004379
Subject Headings: Autism specturm disorders -- Patients -- Behavior modification, Autism specturm disorders -- Patients -- Life skills guides, Prompting (Education), Visual programmimg (Computer science)
Format: Document (PDF)

Title: The Impact of iCoaching on Teacher-delivered Opportunities to Respond.
Creator: Randolph, Kathleen M., Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Employment coaching is essential for performing job duties and for developing and enhancing skills. Coaching in the school setting typically follows the traditional format of pre-conference, observe, and post-conference, where feedback on teaching performance is shared but often delayed. Professional development provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the...
Show moreEmployment coaching is essential for performing job duties and for developing and enhancing skills. Coaching in the school setting typically follows the traditional format of pre-conference, observe, and post-conference, where feedback on teaching performance is shared but often delayed. Professional development provides teachers with skills to enhance their teaching practice with little to no follow-up or support. The most effective way to produce change in the school setting is to show the connection between professional development and student performance, and iCoaching can help to bridge the gap. Research shows that effective feedback is immediate, systematic, positive, constructive, and detailed (Scheeler & Lee, 2002). Bug-in-ear (BIE) coaching is a way to provide immediate feedback so correction can be made live, and errors are reduced. iCoaching uses iPods as a BIE device with a coach serving as a remote observer providing coaching prompts or immediate feedback to the teacher to allow the teacher to implement ideas or make corrections immediately. Increasing opportunities to respond (“Increasing Opportunities to Respond,” 2015) is a way to increase academic achievement and on task behavior (Sutherland, Alder, & Gunter, 2003). This study utilized a multiple probe across participants design to investigate the effect of iCoaching on teacher-delivered OTR. Four teacher participants and their students participated in the study, where the teachers completed a teacher preparation session and live iCoaching sessions to increase their OTR. Data were collected on OTR (including the type of OTR), coaching comments, student responses, and student curricular performance. The results indicate that iCoaching was effective in increasing teacher-delivered OTR and increasing student responses and academic performance. Implications for future research are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004881, http://purl.flvc.org/fau/fd/FA00004881
Subject Headings: Teachers--Training of., Teacher effectiveness., Feedback (Psychology), Interaction analysis in education., Behavior modification., Communication in education., Bluetooth technology.
Format: Document (PDF)

Title: Using Social Stories and Literacy-Based Behavioral Interventions to Improve Employment Skills in Employees with Mental Retardation.
Creator: Bucholz, Jessica L., Florida Atlantic University, Brady, Michael P.
Abstract/Description: Preparing people with disabilities for employment is an important task. Many of these individuals have difficulty learning and performing new tasks without support or guidance. There are many accessible interventions that can increase the learning and performance of individuals with disabilities, including positive instructional, literacy based behavior interventions. A social story (Gray, 2000) is one example of a literacy-based behavioral intervention that has been effective for teaching...
Show morePreparing people with disabilities for employment is an important task. Many of these individuals have difficulty learning and performing new tasks without support or guidance. There are many accessible interventions that can increase the learning and performance of individuals with disabilities, including positive instructional, literacy based behavior interventions. A social story (Gray, 2000) is one example of a literacy-based behavioral intervention that has been effective for teaching social skills. This type of intervention typically has been used with children with autism. Several studies have used social stories to decrease disruptive behavior or teach self-help skills such as using a napkin or hand washing. Very few of the studies have examined the effects of a social story intervention for individuals with disabilities not on the autism spectrum (Sansosti & Powell-Smith, 2004). The present study was designed to examine the effects of social stories to improve the job skills of employees with developmental disabilities. Two experiments were conducted. In the first experiment a multiple baseline across subjects was employed to examine the potential of the intervention on employees' requests for materials and supplies, and any resulting improvements in their work engagement. The second experiment employed a multiple baseline across time periods, with an embedded ABAB design to assess whether the intervention would increase independence and improve "on-time" return-to-work. The results showed that employees with developmental disabilities made substantial improvements in employment skills as a result of the social story intervention, and similar improvements were observed in co-workers as well.
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Date Issued: 2007
PURL: http://purl.flvc.org/fau/fd/FA00000655
Subject Headings: Behavior modification
Format: Document (PDF)

Title: Using WatchMinder to increase the on-task behavior of students with autism spectrum disorder.
Creator: Finn, Lisa., College of Education, Department of Exceptional Student Education
Abstract/Description: In this study the effectiveness of WatchMinderTM, a vibrating prompt watch, was examined as a component of a self-monitoring intervention package to help students with autism increase on-task behavior during independent seatwork. A multitude of literature since the 1970s has suggested that self-monitoring interventions are integral in increasing task engagement. Tactile prompting devices are a new aspect of self-monitoring interventions, and the limited research has shown that these...
Show moreIn this study the effectiveness of WatchMinderTM, a vibrating prompt watch, was examined as a component of a self-monitoring intervention package to help students with autism increase on-task behavior during independent seatwork. A multitude of literature since the 1970s has suggested that self-monitoring interventions are integral in increasing task engagement. Tactile prompting devices are a new aspect of self-monitoring interventions, and the limited research has shown that these unobtrusive devices are effective for providing feedback to monitor their behavior. Self-graphing is another component of self-monitoring interventions that has received little attention in the literature. However, many studies recognize the importance for individuals to be active participants in their educational programs by analyzing progress and being a part of the decision making process. This study assessed the use of WatchMinder and self-graphing on the on-task behavior of four elementary students with autism in the special education setting.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3362336
Subject Headings: Autism spectrum disorders in children, Treatment, Autism spectrum disorders in children, Behavior modification, Behavior disorders in children, Treatment, Communication in education, Cognitive therapy, Methodology
Format: Document (PDF)

Title: Use of multisensory therapy by adolescents with co-occurring autism and profound intellectual disability.
Creator: Leichner, Jared., Harriet L. Wilkes Honors College
Abstract/Description: The education of profoundly intellectually disabled individuals requires identifying motivators to help them learn basic tasks and skills. When these individuals also suffer from Autism Spectrum Disorder, one promising method of therapy, multisensory therapy, has been shown to relax patients, facilitating the educational process. Relaxation drastically minimizes maladaptive behaviors such as repetitive movement (stereotypy) and self-injury, allowing the participant to learn efficiently. In...
Show moreThe education of profoundly intellectually disabled individuals requires identifying motivators to help them learn basic tasks and skills. When these individuals also suffer from Autism Spectrum Disorder, one promising method of therapy, multisensory therapy, has been shown to relax patients, facilitating the educational process. Relaxation drastically minimizes maladaptive behaviors such as repetitive movement (stereotypy) and self-injury, allowing the participant to learn efficiently. In this study, a multi-axis measure was developed to determine behavioral differences between an experimental group that underwent the therapy and a control group that performed a functional task in their classroom. Stereotypic behaviors were significantly reduced and gaze focus was enhanced within the therapy. The significance of these effects carried over when participants were returned to their classroom.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/3335109
Subject Headings: Autism in adolescents, Therapy, Children with disabilities, Development, Autistic children, Behavior modification, Social skills in children, Behavior therapy for children, Children with disabilities, Education, Language arts, Relaxation (Methodology), Behaviorism (Psychology)
Format: Document (PDF)

Title: The effect of a classroom intervention on adolescent wellness, success skills, and academic performance.
Creator: Wirth, Jacqueline Lee-Russell., College of Education, Department of Counselor Education
Abstract/Description: This study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering...
Show moreThis study sought to measure the impact of an evidence-based school guidance counseling curriculum. Student Success Skills (Brigman & Webb, 2010),on : (a) wellness factors for early adolescences, (b) engagement in school success skills, and (c) grades in core subject areas of language arts, mathematics, science, and social studies, reported at nine-week intervals. ... The results of this study provide a link between the collaboration between school counselors and teachers when delivering classroom guidance interventions on wellness behaviors in adolescents. More research in needed on the impact of school counseling curriculum programs on early adolescent wellness, engagement in school success strategies, and improved academic achievement.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3356900
Subject Headings: Educational counseling, Motivation in education, Achievement in education, Adjustment (Psychology) in adolescence, Behavior modification, Methodology, Self-management (Psychology) for teenagers
Format: Document (PDF)

Title: A review of corporate-based wellness programs for general health promotion and prevention of type II diabetes mellitus.
Creator: Hemmings, Jodian R., Blanks, Robert H., Florida Atlantic University, Charles E. Schmidt College of Medicine, Department of Biomedical Science
Abstract/Description: This research focuses on obesity and other major risk factors for chronic diseases such as Type II Diabetes Mellitus, Heart Disease, and Stroke. Worksite wellness programs have been successful in this realm of health promotion and disease prevention for heart disease and stroke, but their effectiveness in treating diabetes has been uncertain partially due to poor patient compliance, lack of stress reduction strategies, poor diet and lack of persuasive health education on the risk of being...
Show moreThis research focuses on obesity and other major risk factors for chronic diseases such as Type II Diabetes Mellitus, Heart Disease, and Stroke. Worksite wellness programs have been successful in this realm of health promotion and disease prevention for heart disease and stroke, but their effectiveness in treating diabetes has been uncertain partially due to poor patient compliance, lack of stress reduction strategies, poor diet and lack of persuasive health education on the risk of being obese. Published peer-reviewed articles were reviewed, coded and analyzed to determine best practices, using a modified systematic review approach. The findings from these studies yield results that were used to develop a new employer-sponsored wellness program that is in accordance with the recently passed Affordable Care Act.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004201, http://purl.flvc.org/fau/fd/FA00004201
Subject Headings: Behavior modification, Employee assistance programs, Health promotion, Medicine, Preventive, Non insulin dependent diabetes -- Prevention, obesity -- Risk factors, Preventive health services, Psychology, Industrial, Social responsibility of business, United States -- Patient Protection and Affordable Care Act
Format: Document (PDF)

Title: Promoting daily living skills for adolescents with autism spectrum disorders via parent delivery of video prompting on the iPad.
Creator: Cruz-Torres, Elisa M., Duffy, Mary L., Florida Atlantic University, College of Education, Department of Exceptional Student Education
Abstract/Description: Autism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills...
Show moreAutism Spectrum Disorder (ASD) affects one out of every 68 children in the United States. The disorder is characterized by persistent deficits in social communication, social interaction, and restricted, repetitive patterns of behavior, interest, or activities that together limit and impair everyday functioning. Research has shown that the use of visual resources, such as video modeling procedures, can support individuals with ASD to acquire and maintain a variety of daily living skills leading to enhanced levels of independence.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004358, http://purl.flvc.org/fau/fd/FA00004358
Subject Headings: Autism in adolescence, Autism spectrum disorders -- Patients -- Life skills guides, Autism spectrum disorders -- Patients -- Rehabilitation, Parents of autistic children, Social skills in adolescence, Visual programming (Computer science), Youth with autism spectrum disorders -- Behavior modification
Format: Document (PDF)

Title: Site Fidelity Assessment of Atlantic Bottlenose Dolphins (Tursiops truncatus) Following Large-Scale Emigration of Sympatric Atlantic Spotted Dolphins (Stenella frontalis) in the Bahamas.
Creator: Kuhn, Sommer L., Herzing, Denise L., Hughes, Colin, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Biological Sciences
Abstract/Description: Two sympatric species of dolphins (Atlantic spotted dolphins, Stenella frontalis and Atlantic bottlenose dolphins, Tursiops truncatus) have been long-term residents to Little Bahama Bank. This study assessed whether there was a change in residence patterns or diurnal foraging depths of bottlenose dolphins following a large emigration event in the resident spotted dolphin community on this sandbank. Photo-identification was used to identify individual bottlenose dolphins and compare pooled...
Show moreTwo sympatric species of dolphins (Atlantic spotted dolphins, Stenella frontalis and Atlantic bottlenose dolphins, Tursiops truncatus) have been long-term residents to Little Bahama Bank. This study assessed whether there was a change in residence patterns or diurnal foraging depths of bottlenose dolphins following a large emigration event in the resident spotted dolphin community on this sandbank. Photo-identification was used to identify individual bottlenose dolphins and compare pooled years before (2010-2012) and after (2013-2015) the spotted dolphin emigration. The identified community size and overall residency of the bottlenose dolphins remained similar, although two bottlenose dolphins emigrated over deep water to the site spotted dolphins emigrated. Bottlenose dolphins diurnally fed in shallower water but remained in the same geographic foraging locations. Reasons remain unknown for this depth change, but potential changes in the productivity of primary bottlenose dolphin foraging habitats or reduction of spotted dolphins from shallower depths remain possibilities.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004927, http://purl.flvc.org/fau/fd/FA00004927
Subject Headings: Bottlenose dolphin--Habitat--Bahamas--Little Bahama Bank., Bottlenose dolphin--Effect of habitat modification on., Atlantic spotted dolphin--Habitat--Bahamas--Little Bahama Bank., Dolphins--Atlantic Ocean--Geographical distribution., Social behavior in animals.
Format: Document (PDF)

FAU Theses and Dissertations (13)	+ -
Honors Student Theses (1)	+ -

Behavior modification (8)	+ -
Cognitive therapy (2)	+ -
Methodology (2)	+ -
Achievement in education (1)	+ -
Adjustment (Psychology) in adolescence (1)	+ -

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Atlantic spotted dolphin--Habitat--Bahamas--Little Bahama Bank. (1)	+ -
Autism (1)	+ -
Autism in adolescence (1)	+ -
Autism in adolescents (1)	+ -
Autism in children--Diagnosis (1)	+ -
Autism spectrum disorders -- Patients -- Life skills guides (1)	+ -
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Autism spectrum disorders in children (1)	+ -
Autism spectrum disorders--Patients--Behavior modification (1)	+ -
Autism specturm disorders -- Patients -- Behavior modification (1)	+ -
Autism specturm disorders -- Patients -- Life skills guides (1)	+ -
Autistic children (1)	+ -
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Children with disabilities (1)	+ -
Children with disabilities--Education (1)	+ -
Classroom management (1)	+ -

People with disabilities--Vocational guidance--United States (1)	+ -
People with mental disabilities--Employment--United States (1)	+ -

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