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Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
What's Expected, What's Required, and What's Measured: A Comparative Qualitative Content Analysis of the National Professional Standards for School Librarians, and Their Job Descriptions and Performance Evaluations in Florida
School librarians' essential function of providing access to information, and instruction and guidance in its evaluation, use, production, and communication has endured over a century of change in education, technology, and society's...
The purpose of this study was to examine the relationship between coaching provided with bug-in-ear technology, the frequency of the early childhood educators' use of targeted communication strategies and children's expressive...
ABSTRACT Developmental screening programs identify young children with delayed skill growth or challenging behaviors and refer them to community agencies for evaluation or other services. This research studied the predictive impact of...
The purpose of this qualitative study is to investigate the early intervention experiences of mothers who have a young child at risk for an autism spectrum disorder (ASD). More specifically, the goal was to explore the family centered...
A Qualitative Examination of Factors Influencing Parents' Decision Making Process When Choosing or Rejecting Recommended Services for Their Child Following a Diagnosis of Autism Spectrum Disorder
The drastic increase in the amount of children identified with autism spectrum disorders has become a "public health concern." Parents have increasingly been utilized as key components throughout the assessment and diagnostic process....
Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
