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Dissertations / Theses on the topic 'Behavior modification'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Fong, Kau-wah Simon. "Playing the game a behavioural approach to homework submission management in a form one class /." Click to view the E-thesis via HKUTO, 1991. http://sunzi.lib.hku.hk/HKUTO/record/B38627280.

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2

Ho, Wai-chun. "The effects of applied behavior analysis on on-task behaviour and quality of work in a local primary school." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21183697.

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3

Godbey, Jessie Franklin Thomas Robert Evans. "The effects of behavior-based safety techniques on behavior variation, targeted and non-targeted safe behaviors, and productivity and quality in manufacturing facilities." Auburn, Ala., 2006. http://hdl.handle.net/10415/1297.

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4

Armstrong, Colin Andrew. "The stages of change in exercise adoption and adherence : evaluation of measures with self-report and objective data /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1998. http://wwwlib.umi.com/cr/ucsd/fullcit?p9904722.

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5

Cotten, Jo Ann. "Behavior modificatioon unit study." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/2963.

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6

Gonyea, Randall P. "Compliance-gaining in the classroom the effects of the use of behavior alteration techniques and power /." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=754.

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7

Sloan, Tracy Beth. "The role of safety behaviors in the maintenance of anxiety /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008443.

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8

Lisec, Sara J. "Combining play therapy with behavior modification in child counseling." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004lisecs.pdf.

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9

Harvey, Mark T. "Implementation of trans-situational behavior support systems in home and school environments : expanding the technology of generalization /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9998035.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 163-175). Also available for download via the World Wide Web; free to University of Oregon users.

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10

Dombroski, Janet K. "Exercise behavior among women post-myocardial infraction : applying the transtheoretical model of behavior change /." View online ; access limited to URI, 2006. http://0-digitalcommons.uri.edu.helin.uri.edu/dissertations/AAI3248227.

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11

Wintch, Elisha K. "Effects of in-home positive behavior support training on parent perceptions of parent-child relationships and child maladaptive behavior /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2424.pdf.

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12

Rothman, Wendy M. "Enhancing Motivation to Change in Clients with Alcohol Use Disorders: Video Feedback as a Brief Intervention." The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-10132009-105341/.

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This research examined whether videotaped self-observation of drinking behavior combined with a one-session motivationally-based interview resulted in higher levels of motivation to change drinking behavior, lower levels of quantity and frequency of alcohol consumption, decreases in alcohol-related problem behaviors, and expectations of the positive effects of alcohol for individuals mandated to treatment for alcohol-use disorders. DUI offenders (n = 8) and heavy drinking college students (n = 13) mandated to treatment were randomly assigned to receive treatment as usual at their respective agencies or an experimental video intervention in addition to their regular treatment requirements. Participants were assessed at baseline and at one-month following treatment. Participants in both conditions self-reported significantly fewer alcohol-related problem behaviors at the one month follow-up. A non-significant trend was found between the groups over time for alcohol-related problem behaviors; participants assigned to treatment as usual reported fewer alcohol-related problem behaviors at follow-up relative to participants assigned to the experimental video intervention. An additional non-significant trend was found for movement along the stages of change. Two participants who received the video intervention regressed to previous stage levels and one participant who received treatment as usual moved forward one stage. Most participants assigned to the video intervention reported increased insight into their own drinking behavior following the video viewing. Results from this study suggest that aside from increasing awareness about drinking behavior, the data do not support the use of video self-monitoring of drinking behavior as a treatment intervention for individuals with alcohol-use disorders. Future research may want to incorporate some modified components of the video intervention into existing motivationally-based treatments as a way to increase awareness about drinking behavior.

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13

Balshem, Howard. "AIDS-Preventative Behaviors and the Psychological Costs of Behavior Change." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4705.

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This study examined the effects of behavior change on psychological health among gay and bisexual men of Portland, Oregon who were at risk for contracting AIDS. Cross-sectional self-reports of personal experiences were obtained in Summer, 1991. Sexual behaviors were used as predictors of self-efficacy, depression, anxiety, and subjective well-being. Adopting safer sexual behaviors was psychologically more costly than continuing to engage in high risk behaviors, or long-term adherence to safer behaviors. Behaviors amenable to short-term change differed from those conducive to long-term maintenance. Behavior change was also found to have a beneficial effect on self-efficacy. These findings suggest that behavior change, traditionally considered as the endpoint of a process, might more appropriately be considered as an interim stage influenced by earlier, and having an influence on later, psychological health. By integrating models of behavior change from research on alcohol and drug use, smoking, and weight control, researchers studying AIDS-related behavior might better understand the place of behavior change in the process of change, relapse, and maintenance.

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14

Ward, Gwendolyn. "A Blended Behavior Management Approach, Student Behavior, and Achievement." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2107.

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Disruptive classroom behavior has led many schools to implement positive behavioral strategies intended to create orderly learning environments. Despite initiation of such a strategy, an elementary school in the mid-Atlantic region still experienced an increase in office referrals and a decline in student achievement. The purpose of this mixed methods case study was to investigate the connections between a blended behavior program and student behavior and academic achievement, as well as staff perceptions about their experience with the program, and the degree to which the practices were implemented with fidelity. Skinner's behavioral theory served as the theoretical basis for the investigation. Office referrals and standardized math scores of 72 students were analyzed across 3 years, including the year before and the 2 years following the implementation of the blended behavior program, to determine whether significant differences existed within-subjects. Interviews were conducted with 9 teachers, representing kindergarten-6th grade, to explore staff perceptions of the blended behavior program. Quantitative results indicated a reduction in referrals after the 1st year of implementing the blended program and an improvement in math achievement after the 2nd year. While a decline in math scores occurred the 1st year of implementation and an increase the 2nd year, the difference in net performance rendered the results inconclusive to determine the influence of the program on achievement. Qualitative results revealed inconsistencies in the way teachers implemented the program initiatives. This study contributes to positive social change by providing stakeholders a deeper understanding of the blended program and increasing staff capacity to manage challenging behaviors.

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15

Oh, Hyun-Kyoung. "The emotional reactions to challenging behavior scale modification and validation /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3223046.

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Thesis (Ph.D.)--Indiana University, School of Health, Physical Education and Recreation, 2006.
"Title from dissertation home page (viewed June 27, 2007)." Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2094. Adviser: Francis M. Kozub.

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16

Price, Alan. "A Secure Behavior Modification Sensor System for Physical Activity Improvement." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cgu_etd/5.

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Today, advances in wireless sensor networks are making it possible to capture large amounts of information about a person and their interaction within their home environment. However, what is missing is how to ensure the security of the collected data and its use to alter human behavior for positive benefit. In this research, exploration was conducted involving the "infrastructure" and "intelligence" aspects of a wireless sensor network through a Behavior Modification Sensor System. First was to understand how a secure wireless sensor network could be established through the symmetric distribution of keys (the securing of the infrastructure), and it involves the mathematical analysis of a novel key pre-distribution scheme. Second explores via field testing the "intelligence" level of the system. This was meant to support the generation of persuasive messages built from the integration of a person's physiological and living pattern data in persuading physical activity behavior change associated with daily walking steps. This system was used by an elderly female in a three-month study. Findings regarding the "infrastructure" or the novel key pre-distribution scheme in comparison to three popular key distribution methods indicates that it offers greater network resiliency to security threats (i.e., 1/2^32 times lower), better memory utilization (i.e., 53.9% less), but higher energy consumption (i.e., 2% higher) than its comparison group. Findings from the "intelligence" level of the research posit that using a person's physiological and living pattern data may allow for more "information rich" and stronger persuasive messages. Findings indicate that the study participant was able to change and improve her average daily walking steps by 61% over a pre-treatment period. As the study participant increased her physical activity, changes in her living pattern were also observed (e.g., time spent watching television decreased while time spent engaged in walking increased by an average of 15 minutes per day). Reinforcement of these findings were noted between a pre and post-study survey that indicated the study participant moved from a contemplation stage of change where physical activity engagement was intended but not acted upon to an action stage of change where physical activity engagement dominated the new behavior.

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17

Jeffrey, Jennifer L. "Evaluation of a cafeteria social skills program on student behavior and peer-to-peer interactions in a non-classroom setting within an urban school /." view abstract or download file of text, 2005. http://wwwlib.umi.com/cr/uoregon/fullcit?p3181105.

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Thesis (Ph. D.)--University of Oregon, 2005.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 142-147). Also available for download via the World Wide Web; free to University of Oregon users.

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18

Flemons, Douglas Garfield. "Connection and completion : configurations of change." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26813.

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This thesis attempts to construct a conceptual map for thinking about family therapy in a recursive way. The axes used for this map are 1) the Taoist philosophy of change in the Chinese classic I Ching, and 2) the cybernetic epistemology of Gregory Bateson. Each is used to help explicate the other. The relational character of patterned change in the I Ching is explored in depth from five different perspectives. The first discusses the elusive and paradoxical subject of the Tao, the meta-pattern which interweaves stability and change, and connects all living systems in a dynamic recursive balance. The Tao is process, the context of all change, and is closely related to Bateson's notion of immanent Mind. The second perspective examines the nature of the relationship between yin and yang, the complementary opposites that are both distinct (separate) and mutually dependent (connected). The relation between connection and separation is the basis of the recursive balance of life and death, and is an important theme in therapy. The third perspective presents a model for the understanding of gradual development and sudden transformation as part of a cyclic process of completion. Like a plant going to seed, the maturation of a situation or relationship heralds both death and renewal. But such completion is only possible when there is a flowing connection between parts of the system. The counsellor uses various techniques for helping the family connect in ways which allow old patterns to disperse and new ones to emerge. There are some indications that the authors of the I Ching were directly influenced by the Chinese philosophy of music. The fourth perspective discusses this possibility in some depth and then turns to modern jazz theory as a means of characterizing the relationship between family and therapist, and of explaining the way change is introduced into the therapeutic system. The fifth perspective explains the nature of the I Ching's curious diagrams of change known as "hexagrams." Based on the relation between yin and yang, and illustrated with mantic, philosophical, and poetic phrases, hexagrams, in both structure and image, are metaphoric expressions of process and connection. The thesis concludes with a case-history of a dysfunctional family and a description of their changes In terms of the principles outlined in the previous chapters.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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19

Church, Kathy Lynn. "Cognitive behavior modification : the effects of a self-instructional strategy on the reading comprehension of fifth grade students." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/457964.

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The purpose of this study was to investigate the effects of a cognitive behavior modification self-instructional training procedure on the reading comprehension performances of fifth grade students with reading comprehension difficulties.Twelve fifth grade students nominated by their classroom teacher as adequate decoders but poor comprehenders served as the subject pool from which the selection of subjects was made. Students were screened to establish adequate decoding skills and below average reading comprehension ability. Additionally, on the basis of the screening process, students were judged to have average intellectual functioning and an adequate receptive vocabulary. Of the students meeting the above criteria, four were randomly selected to participate in the study.A modified multiple baseline design across subjects was utilized to analyze the effects of self-instructional training on reading comprehension. Baseline data was collected according to Homer and Baer's (1978) multiple-probe technique. Self-instructional training was sequentially introduced across subjects. At the completion of the training sequence, posttraining assessments of reading comprehension were made for each subject.Self-instructional training was modeled after Meichenbaum and Goodman's (1971) cognitive behavior modification self-instructional training procedure. Training consisted of five, approximately thirty minute, sessions. Procedural steps of the cognitive behavioral paradigm were progressively introduced over a training period of five days. During training, subjects were individually taught to verbalize self-instructions while reading. The self-instructions consisted of self-statements to be utilized by the subject in comprehending a reading passage.Functional analysis of the treatment effects indicated an increase in reading comprehension performances for three of the four subjects after they were exposed to the training sequence. Only one subject's performance indicated maintenance of the treatment effects over time. All subjects demonstrated individual clinically significant posttraining performances. However, the overall average increase in each subject's posttraining performance did not reach clinical significance.As a result of the data analysis, it was concluded that self-instructional training can be an effective procedure in improving the reading comprehension performances of fifth grade poor comprehenders. Discussion of the obtained results and recommendations for future research were presented.

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20

呂畇俠 and Wan-hap Lui. "Effectiveness of a relationship development intervention program for aloof-autistic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37091347.

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21

Frame, Laura Elizabeth. "Maladaptive attributions, dyadic behavior, and their interaction as predictors of change in relationship satisfaction." Diss., Online access via UMI:, 2007.

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22

Palmer, Ashlyn. "Using Concurrent Schedules of Reinforcement to Decrease Behavior." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062900/.

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We manipulated delay and magnitude of reinforcers in two concurrent schedules of reinforcement to decrease a prevalent behavior while increasing another behavior already in the participant's repertoire. The first experiment manipulated delay, implementing a five second delay between the behavior and delivery of reinforcement for a behavior targeted for decrease while no delay was implemented after the behavior targeted for increase. The second experiment manipulated magnitude, providing one piece of food for the behavior targeted for decrease while two pieces of food were provided for the behavior targeted for increase. The experiments used an ABAB reversal design. Results suggest that behavior can be decreased without the use of extinction when contingencies favor the desirable behavior.

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23

Chung, Ng Lai-kuen Hannah. "Training chinese parents as agents of behavioural change for their children: an exploration evaluation study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B29648154.

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24

Finlinson, Scott MIchael. "Increasing organizational energy conservation behaviors : comparing the theory of planned behavior and reasons theory for identifying specific motivational factors to target for change /." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1113856246.

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25

Fong, Kau-wah Simon, and 方九華. "Playing the game: a behavioural approach to homework submission management in a form one class." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B38627280.

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26

Ball, Melanie A. "Self-efficacy, hardiness, and the stages of exercise behavior change." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115738.

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Prior research involving self-efficacy, hardiness, and the stages of exercise behavior change has been limited. This study attempted to determine if differences existed in self-efficacy for exercise, hardiness, and the components of hardiness (control, commitment, and challenge) in individuals at the preparation, action, and maintenance stages of exercise behavior change. Stages of Exercise Behavior Change, Exercise Self-Efficacy, and the Personal Views Survey were used to assess the individuals' stage of exercise behavior, self-efficacy for exercise, hardiness and the components of hardiness levels. The researcher found significant differences in self-efficacy across the three stages of exercise behavior. Specifically, individuals in the preparation, or third stage of change, had significantly lower levels of self-efficacy than those in the action and maintenance stages. The researcher found no significant differences in hardiness, or the components of hardiness, across the preparation, action, and maintenance stages of exercise behavior change.
School of Physical Education

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27

Couvillon, Michael A. "Measurement and Utility of Functional Behavioral Assessments and Behavior Intervention Plans in Classrooms for Students with Emotional and Behavioral Disorders." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5469/.

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This research study examined how education service providers conduct functional behavioral assessments and utilize behavior intervention plans to address the social and emotional needs of students with challenging behaviors. The data are based on a 20-item survey administered to educators who identified themselves as working with students diagnosed with emotional and behavioral disorders. The results and implications of the survey are discussed and evaluated to the review of literature conducted prior to the study. Recommendations for future research are also explored.

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28

Walker, Teri Anne. "Modification of Polymer Blend Phase Behavior with High-Pressure Carbon Dioxide." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-06152003-142608/.

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While much progress has been made since the time of Flory and Huggins in the understanding of polymer blend thermodynamics, and ongoing research continues to elucidate how polymer blend phase behavior is affected by the presence of small-molecule solvents or exposure to elevated pressures, very little work has been reported on the combined effects of a pressurized small-molecule solvent on polymer blend phase behavior. The focus of this research is to improve the current state of fundamental understanding regarding how and why the phase behavior of polymer blends changes as pressurized carbon dioxide (CO₂) is added. The first part of this work provides a broad overview of previous efforts that explore various thermodynamic and kinetic processes involving the use of CO₂ in conjunction with multicomponent polymer systems. The following chapters discuss details of research performed primarily on three blend systems: polystyrene (PS)/polyisoprene (PI), poly(vinylidene fluoride) (PVDF)/ poly(methyl methacrylate) (PMMA), and polydimethylsiloxane (PDMS)/poly(ethylmethylsiloxane) (PEMS). The competing roles of hydrostatic pressure and CO₂ dissolution on the phase behavior of both the PS/PI and the PDMS/PEMS blends, which exhibit upper critical solution temperature (UCST) behavior, are systematically established. Additionally, a complete pseudo-binary temperature-composition phase diagram of the PDMS/PEMS blend is generated as a function of CO₂ pressure. To compare the predictive abilities of the Flory-Huggins and Sanchez-Lacombe equations of state, interaction parameters of the PDMS/PEMS blend are predicted as functions of temperature and CO₂ pressure. The phase behavior of, as well as intermolecular interactions in, PMMA/PVDF blends have been probed in the presence of CO₂ by small-angle neutron and x-ray scattering (SANS and SAXS, respectively). These PMMA/PVDF blends, which display both UCST and lower critical solution temperature (LCST) behavior, are also characterized before and after exposure to CO₂ by transmission electron microscopy and differential scanning calorimetry, which together confirm the propensity for CO₂-induced PVDF crystallization.

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29

Ghoorchian, Ali. "Modification of Behavior of Elastin-like Polypeptides by Changing Molecular Architecture." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1336745204.

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30

McCollom, Loren Wilbern. "The relationship between behavioral events and interpersonal perceptions in the families of problem behavior children." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720339.

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The temporal sequence of behavioral and interpersonal perceptual changes in families of problem behavior children was considered. Previous research demonstrated that both child behavior and parents' perceptions of their problem behavior children improved during parent training. A behavioral systems model employing single-case experimental design was used to test the following hypotheses: (1) change in parenting behavior would precede change in child behavior; (2) change in child behavior would precede change in parent perception of the child; and (3) change in parenting behavior would precede change in child perception of the parent.Five two-parent families, recruited through newspaper advertisement, participated in a behavior management training course. Each had a 5-11 year old problem behavior child, as qualified by the Revised Behavior Problem Checklist.Dependent variables consisted of (1) weekly in-home, observer collected parent-child behavior interaction data using a simplified version of the Family Interaction Coding System, (2) weekly questionnaires assessing parent-child interpersonal perceptions and weekly family "crises", and (3) a series of pre-post measures (Parent Attitude Test, Becker Adjective Checklist, and Child Report of Parent Behavior Inventory) to identify change at the .05 level.All subjects commenced baseline procedures simultaneously, but two families continued baseline procedures an additional four weeks before training. Graphic depiction of weekly individual parent and child behavioral and perceptual data was employed to examine the hypothesized changes.The first two hypotheses generally were supported by the results. The third hypothesis was not supported. The findings suggested that during the initial weeks of parent training, parent application of behavior change strategies resulted in improved child behavior and that by the middle stage of parent training, the parents' perceptions of their children began to improve. In addition, there was a reduction in the number of parent-child interactions interpreted as having a calming effect. This served to obscure other change such as the near elimination of aversive consequences.
Department of Counseling Psychology and Guidance Services

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31

Guthals, Jennifer. "The relationship between positive behavior supports, student achievement, severe problem behavior, and administrative stress." Diss., [Missoula, Mont.] : The University of Montana, 2009. http://etd.lib.umt.edu/theses/available/etd-06042009-123515.

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32

Leseho, Johanna. "Educators' experiences of using metaphorical exploration for managing anger in the schools." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/NQ32715.pdf.

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33

Helm, R. Brandon. "An analysis of a self-determination treatment model promoting increased task engagement of students with disabilities : a dissertation presented to the faculty of the Graduate School, Tennessee Technological University /." Click to access online version, 2006. http://proquest.umi.com/pqdweb?index=90&did=1260804511&SrchMode=1&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1255463320&clientId=28564.

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Ciuffo, Benjamin. "Leadership : a followership perspective /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10809508.

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35

Schaab, Nancy A. "Comparison of two modes of instruction and two models of skill practice in behavior modeling training : an exploration of Graf's generation effect in learning /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260859496393.

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36

Lumpe, Mary Louise. "Relationship between Prochaska's stages of change and changes that occur in brief therapy /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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White, Steven Lee. "Predictors for readings to engage in low-risk HIV behaviors in men who have sex with men /." View online ; access limited to URI, 2003. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3118439.

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38

Mullen, Nadia, and n/a. "Maintenance of interventions in organisations." University of Otago. Department of Psychology, 2007. http://adt.otago.ac.nz./public/adt-NZDU20071015.160435.

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Many successful interventions are not maintained after researchers leave an organisation at the conclusion of a study. This research was conducted to assess the magnitude of this problem and determine which variables affect intervention maintenance. Maintenance was examined in a review and analysis of 125 applicable studies published in the Journal of Organizational Behavior Management from 1977 - 1999. Where necessary, authors of studies were contacted to determine the maintenance status of their intervention. The analysis found the extent of this problem in published studies is substantial. Intervention maintenance was necessary to maintain the intervention�s effects in two thirds of studies with successful interventions. Of all studies where maintenance was necessary, approximately 40% failed to maintain the intervention. The maintenance procedures derived from the literature, researchers in the field, and journal analysis included planning for a wide range of positive outcomes, designing the intervention to be long-term, and communicating the benefits of the intervention to the organisation. For this thesis, three studies were conducted to examine the effectiveness of these maintenance procedures. The first two studies partially replicated studies where the interventions had been successful but not maintained, with the inclusion of maintenance procedures. Intervention maintenance occurred in a university cafeteria in Study 1, and in one of three supermarkets in Study 2. Study 3 improved on the design and procedure of Study 2, including a manipulation of the maintenance procedures. During intervention in the control supermarket, signs designed to increase customer donations to the supermarket foodbank bin were placed on shelves near discounted items. In the experimental supermarket, both maintenance procedures and signs were used. During 6 weeks of follow-up, the signs were maintained in both supermarkets. The researcher then ceased regular observations, returning only for 1 month, 2 month, and 1 year follow-ups. After researcher presence was withdrawn, maintenance of the signs continued only in the experimental supermarket. This study demonstrates that the maintenance procedures were effective, and necessary, for long-term maintenance to occur after the researcher left the organisation. It was concluded that the maintenance procedures were effective for encouraging intervention maintenance, and recommended that researchers incorporate the procedures into their studies when maintenance is desirable.

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Hawken, Leanne S. "Evaluation of a targeted group intervention within a school-wide system of behavior support /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3055691//.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 99-105). Also available for download via the World Wide Web; free to University of Oregon users.

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Nusz, Tara Egan. "Current practices in functional behavioral assessment a national survey of school psychologists /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/136.

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41

In, Visarath. "Modification of nonlinear systems with chaos control and anticontrol." Diss., Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/30898.

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42

Doolittle, Jennifer. "The sustainability of positive behavior supports in the schools /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1232418311&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2006.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 195-209). Also available for download via the World Wide Web; free to University of Oregon users.

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43

Kieta, Andrew. "Reinforcing Variability Produces Stereotypic Behavior." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984163/.

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Behaving in novel ways is essential to the development of the types of complex performances described by the term creativity, problem solving, and perseverance. Some research suggests that response variability is an operant and a critical component of novel behavior. However, other account of novel behavior may be more parsimonious. Topographical variability has rarely been examined, nor has operant variability with organisms with baselines featuring stereotypic responding. This study examined the effects of a variability-specifying contingency on the cumulative novel responses of undergraduate students. Using the PORTL apparatus, participants interacted with a ball with a single hand. When the variability-specifying contingency was in effect, novel topographies were reinforced. When a reinforce every response condition was implemented, the participants did not emit any novel responses. When variability-specifying contingencies were in effect, novel responses were rarely followed by subsequent novel responses. They were mostly followed by repeated emission of the same topography, or by other previously emitted topographies. Novel responding did not persist long, although the variability-specifying contingency remained in effect and the potential for novel responding was great. The variability-specifying contingency often resulted in stereotypic response chains. Each of these findings call into the question the assertion that variability is an operant and suggests other possible explanations for the observed novelty.

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Ho, Wai-chun, and 何惠珍. "The effects of applied behavior analysis on on-task behaviour and quality of work in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3196090X.

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Console, Nikki Ann. "Teaching strategies for foster care students with behavior problems." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2775.

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The purpose of this study is to research behavior problems of children in foster care and to identify teaching strategies and techniques for teachers who have foster children in their classrooms and experience difficulties working with them. The project examines the types of behavior problems displayed by abused children.

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Speckin, Lauren Marie. "Development and Validation of Measures of Generalization of a Behavior Management Package." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011845/.

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In order for the benefits of a behavior management skills training program to reach clients, caregivers must use the behavior management skills in the natural environment. The current study took place at a large residential facility for adults with disabilities, in which caregivers had received prior training in which they demonstrated behavior management skills and maintained those skills in contrived role plays. The current study represents a preliminary analysis of generalization of these skills in the natural environment; thus, a measurement system for when caregivers should demonstrate the tools was developed. The specific purpose of this study was to develop and evaluate a program to establish stimulus control over observers' measurement of appropriate behaviors. Researchers systematically developed and validated a measurement system of "good behaviors" that could be used across clients. The process of development and refinement of the measurement system is described. When the system was finalized, three observers' accuracy in using the system was assessed by comparing measured values to that of the code writer. Following feedback on individual instances of behavior, all observers scored the three target behaviors accurately. Ecological validity was assessed by surveying professionals at the facility and ecological validity results suggested a valid measurement system was developed.

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Apichatabutra, Chanisa. "The effects of function-based academic and behavior intervention on problem behaviors and reading performance for English language learners in a Thai elementary school /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10066.

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Murrey, Nicole A. Rosales-Ruiz Jesus. "The effects of combining positive and negative reinforcement during training." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3636.

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Prochaska, Judith J. "The PACE+ school study : evaluation of the efficacy of promoting change in a single versus multiple health behaviors /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2002. http://wwwlib.umi.com/cr/ucsd/fullcit?p3049672.

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Elizondo, Leigh A. "Behavior Management Techniques Used by Teachers of Emotionally/behaviorally Disordered Students in Various Educational Settings." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278609/.

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