Дисертації: "Behavior"

1

Derbeniov, K. O. "Freaconomics. Behavioral economics. Non-rational behavior." Thesis, Sumy State University, 2018. http://essuir.sumdu.edu.ua/handle/123456789/67037.

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Behavioral economics as a branch of science at the intersection of economics, sociology and epistemology determines and highlights the issues of choice and decision-making on certain processes that are passing and directly related to human economic activity.

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2

Johnson, David Philip. "How Attitude Toward the Behavior, Subjective Norm, and Perceived Behavioral Control Affects Information Security Behavior Intention." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4454.

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The education sector is at high risk for information security (InfoSec) breaches and in need of improved security practices. Achieving data protections cannot be through technical means alone. Addressing the human behavior factor is required. Security education, training, and awareness (SETA) programs are an effective method of addressing human InfoSec behavior. Applying sociobehavioral theories to InfoSec research provides information to aid IT security program managers in developing improved SETA programs. The purpose of this correlational study was to examine through the theoretical lens of the theory of planned behavior (TPB) how attitude toward the behavior (ATT), subjective norm (SN), and perceived behavioral control (PBC) affected the intention of computer end users in a K-12 environment to follow InfoSec policy. Data collection was from 165 K-12 school administrators in Northeast Georgia using an online survey instrument. Data analysis occurred applying multiple linear regression and logistic regression. The TPB model accounted for 30.8% of the variance in intention to comply with InfoSec policies. SN was a significant predictor of intention in the model. ATT and PBC did not show to be significant. These findings suggest improvement to K-12 SETA programs can occur by addressing normative beliefs of the individual. The application of improved SETA programs by IT security program managers that incorporate the findings and recommendations of this study may lead to greater information security in K-12 school systems. More secure school systems can contribute to social change through improved information protection as well as increased freedoms and privacy for employees, students, the organization, and the community.

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3

Floyd, Kory 1968. "Evaluative and behavioral responses to nonverbal liking behavior." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282653.

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An intuitive notion regarding the communication of liking is that it is consistently associated with positive relational outcomes. An alternative possibility is that when expressions of liking comprise a negative violation of expectancies, they produce outcomes that are actually more negative than those produced by the absence of such expressions. The current experiment tests this prediction with respect to evaluative and behavioral responses to nonverbal expressions of liking. Ninety-six adults were paired with same-sex strangers and induced to expect the strangers either to like or dislike them and to desire that the strangers either like or dislike them. The strangers, who were trained confederates, enacted nonverbal behaviors associated either with liking or disliking during a short experimental interaction with participants. Participants' evaluations of confederates were most favorable when confederates' behaviors matched participants' desires, whether the desire was to be liked or disliked. Behaviorally, participants matched desired behavior from confederates and reacted with complementarity to undesired behavior. These results suggest the counterintuitive notion that expressions of liking are not consistently associated with positive relational outcomes, but that factors such as receivers' desires and expectations largely determine what outcomes will be produced. The results also raise important issues for how expectations are conceptually and operationally defined.

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4

Ward, R. Dionne. "A Study of Two Urban Middle Schools: Discipline Practices Used to Control Disruptive Behavior of Students." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/29293.

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Schools are facing challenges in their efforts to educate children appropriately and safely. Students who demonstrate inappropriate, anti-social, and/or disruptive behaviors are becoming more prevalent. School personnel are dealing with disruptive behaviors that occur more frequently and that affect staff and student safety. Additionally, the lack of discipline or management of disruptive behaviors has been identified by the public as the most persistent and possibly the most troublesome issue facing schools ( Cotton, 2001; Elam, Rose, & Gallop, 1998; Fitzsimmons, 1998; Killion, 1998). An assumption in managing problem behaviors in many urban schools is that punishment will change behavior. According to Skiba and Peterson (2000), severe and penalizing disciplinary policies frequently produce a negative school environment rather than improving student behavior. In general, urban schools across the nation rely on suspensions, loss of privileges, reprimands, and or expulsion as means of discipline. Unfortunately, these reactive consequences only help a small number of children learn to "comply with general expectations" and are insufficient for many students who exhibit more challenging behavior problems. This study examines the disciplinary practices being used in two urban middle schools to control disruptive behavior of students. It will reveal what aspects of certain disciplinary practices are viewed as helpful as well as areas needing improvement. It will also give insight into whether selected urban school principals and other stakeholders are using proactive strategies and techniques demonstrated in the research literature as being the most effective in terms of changing inappropriate behavior. Undertaking this study through the application of qualitative research methods of inquiry as a study using interviews, examining relevant documents, and observations will allow me an opportunity to explore my personal reactions to the defined disciplinary practices in the identified schools.
Ed. D.

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5

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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6

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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7

Avila, LeAnn S. "Evaluation of the Teaching Tools for Young Children with Challenging Behavior (TTYC): Improving Classroom Behavior in Young Children." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7603.

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The Teaching Tools for Young Children with Challenging Behavior (TTYC) presents a useful tool to disseminate evidence-based practices into the classroom setting for teachers to create lasting behavioral changes in young children. This study aims to further examine the use of TTYC by classroom teachers for students ages 4-6 years old with and without disabilities who had difficulty engaging in classroom routines or activities. A multiple-baseline across participants design was employed to demonstrate the outcomes of the TTYC in increasing appropriate classroom behavior and reducing problem behavior of the target children. The results indicated that the teachers’ fidelity of implementing the behavior intervention plans designed using the TTYC was relatively high with the exception of a few sessions. The teachers’ implementation of the plans resulted in increased appropriate classroom behavior and decreased problem behavior for all three child participants. The data indicated an association between implementation fidelity and changes in child behavior. When the teachers had difficulty implementing the steps for implementing intervention strategies, the children’s problem behavior increased, resulting in decreases in appropriate classroom behavior. Keywords: problem behavior, young children, teaching tools for young children, manualized behavioral intervention, classroom behavior

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8

Gadiraju, Tejaswini. "Investigating the Determinants of Recycling Behavior in Youth by Using Theory of Planned Behavior." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6085.

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The aim of this study is to understand the determinants that influence the youth recycling behavior intention. In other words, this study wants to know the motivations and barriers behind university students’ recycling behavior. The Theory of Planned Behavior (TPB), which provides a theoretical framework for systematically identifying the determinants of recycling behavior, is the basis for this study. Along with the TPB variables, additional predictor variables (moral norm, past experience, knowledge of how and what to recycle, knowledge of consequences, and inconvenience) that can influence behavior intentions were tested in the study. Online survey was used to collect the required information and the sample consists of 172 students from University of South Florida. The findings suggest that past recycling experience is the major contributor to recycling behavior. Moral norm, knowledge of how and what to recycle and knowledge of consequences are also significant predictors of recycling behavior. In other words, students are more likely to form the intention to recycle, when they have prior experience with recycling on campus, if they personally feel recycling is the right thing to do, when they have appropriate knowledge of recycling and when they are aware of consequences of recycling. Recommendations to promote recycling behavior among students are discussed in this study.

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9

Strickland-Cohen, Monica, and Monica Strickland-Cohen. "An Examination of the Efficacy of Training School Personnel to Build Behavioral Interventions from Functional Behavioral Assessment Information." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12550.

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The current study evaluated the efficacy of a training series designed to teach typical school-based behavior support professionals to build behavioral interventions from functional behavioral assessment (FBA) information. The study was conducted in three stages. First, a descriptive assessment examined the extent to which typical school team leaders demonstrated knowledge of core behavior support plan (BSP) development features following a four-part training series on the development and implementation of function based supports. The second stage of the study assessed the extent to which participants who met criteria for BSP development during training were then able to lead a typical school team in building a BSP that was perceived by expert behavior analysts as "technically sound." In the final stage, a nonconcurrent multiple-baseline design was used to determine if there is a functional relationship between implementation of BSPs led by typical school-team leaders who received the training and improvement in the level of student problem behavior. Thirteen school professionals participated in four 1-hour "From Basic FBA to BSP" training sessions. A post test analysis of BSP knowledge indicated that the participants ended training with the knowledge needed to use FBA information to develop student BSPs. Six of the 13 professionals went on to lead school-based teams in the development of BSPs that were rated by outside experts as technically adequate. Direct observation data were collected on student behavior during the implementation of five of the six resulting BSPs, and decreases in problem behavior and increases in academic engagement were seen for all five student participants. Additionally, participating team leaders and classroom staff indicated that they found the procedures and tools used to be both acceptable and effective. These results document preliminary findings supporting the efficacy of a four-part training series used to teach typical school staff to use FBA data in designing student BSPs. Further implications for practice in schools and directions for future research are discussed.

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10

Didi, Sabre Z. "Neuro-evolution behavior transfer for collective behavior tasks." Doctoral thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27910.

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The design of effective, robust and autonomous controllers for multi-agent and multi-robot systems is a long-standing problem in the fields of computational intelligence and robotics. Whilst nature-inspired problem-solving techniques such as reinforcement learning (RL) and evolutionary algorithms (EA) are often used to adapt controllers for solving such tasks, the complexity of such tasks increases with the addition of more agents (or robots) in difficult environments. This is due to specific issues related to task complexity, such as the curse of dimensionality and bootstrapping problems. Despite an increasing attempt over the last decade to incorporate behavior (knowledge) transfer in machine learning so that relevant behavior acquired in previous learning experiences can be used to boost task performance in complex tasks, using evolutionary algorithms to facilitate behavior transfer (especially multi-agent behavior transfer) has received little attention. It remains unclear how behavior transfer addresses issues such as the bootstrapping problem in complex multi-agent tasks (for example, RoboCup soccer). This thesis seeks to investigate and establish the essential features constituting effective and efficient evolutionary search to augment behavior transfer for boosting the quality of evolved behaviors across increasingly complex tasks. Experimental results indicate a hybrid of objective-based search and behavioral diversity maintenance in evolutionary controller design coupled with behavior transfer yields evolved behaviors of significantly high quality across increasingly complex multi-agent tasks. The evolutionary controller design method thus addresses the bootstrapping task for the given range of multi-agent tasks, whilst comparative controller design methods yield scant performance results.

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11

Goldstein, Avery E. "The effects of child behavior on parent behavior." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3463.

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Clinical intervention with behavior problem children has traditionally focused on the ways in which parents modify the behavior of their children. This study examined this unidirectional approach in reverse, by investigating the effects of children's behavior on their parents. In a laboratory setting 18 boys, aged 8-12 years old, interacted with their mothers in a structured and unstructured task situation. I taught the children in the experimental group (n = 9) to maintain eye contact and smile while speaking, say thank you, avoid provocation, and ask for help and feedback. Unfortunately, the training failed to reliably carry over to the task sessions with the mothers. But, children in the experimental group exhibited significantly less noncompliance and negative interaction than children in the control group. Parents of children in the experimental group exhibited significantly less noncompliance and negative verbal and behavioral contact than control group parents.

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12

Nyarambi, Arnold. "Cultural Influences on Behavior: Culturally Responsive Behavior Management." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8237.

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13

MacKelvie, Erin. "A Comparison of Traditional Aggregated Data to a Comprehensive Second-by-Second Data Depiction in Functional Analysis Graphs." Scholarly Commons, 2021. https://scholarlycommons.pacific.edu/uop_etds/3730.

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Functional analyses (FAs) are an important component of treatment and the data gathered from FAs are often graphed in an aggregate or summary format, such as mean rate per session. Given the prevalence of undifferentiated analyses, it may be that this common method of data depiction is incomplete. In this paper, we compare the traditional aggregate method to a comprehensive second-by-second demonstration of the data including all appropriate and inappropriate responses emitted, as well as programmed and accidental antecedent and consequent variables, which may help further clarify the results of a functional analysis. We compared the functional analysis results of two participants when the data were depicted using the traditional rate aggregate method and depicted using a comprehensive second-by-second method. Although both rate and comprehensive second-by-second data depiction resulted in similar conclusions regarding the maintaining variables for the participants, comprehensive second-by-second data depiction allowed us to draw the conclusions in less time. Additional advantages and disadvantages of each method as it relates to efficiency, therapeutic risk and safety, and practicality are also discussed. Keywords: efficiency, functional analysis, problem behavior, safety, within-session second-by-second analysis.

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14

Dominguez, Escalon Ximena. "Learning Behaviors Mediating the Relationship between Behavior Problems and Educational Outcomes." Scholarly Repository, 2008. http://scholarlyrepository.miami.edu/oa_theses/117.

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This study examined the relationship between behavior problems, learning behaviors and educational outcomes for at-risk preschool children. A sample of Head Start children (N = 196) were selected in the Southeast. Behavior problems were assessed using The Devereux Early Childhood Assessment (DECA; Le Buffe & Naglieri, 1999) and learning behaviors were assessed using the Preschool Learning Behavior Scale (PLBS, McDermott, Green, Francis & Stott, 1996). Educational outcomes included measures of literacy and math, collected using subscales from the Galileo System for the Electronic Management of Learning (Galileo; Bergan et al., 2003). Behavior problems were found to predict learning behaviors, math and literacy. Furthermore, learning behaviors were found to mediate the effect of behavior problems on literacy and math, and such mediation effects were not found to be moderated by gender nor age. The findings of the study provide a preliminary explanation regarding the mechanism through which behavior problems relate to educational outcomes for preschool children.

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15

McCusker, Matthew Erik. "Investigation of the Effects of Social Experience on Snapping Intensity in Equus caballus Foals." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/31672.

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This study attempted to examine three aspects of Equus caballus foal snapping behavior. First, it suggested that the previous theoretical explanation for snapping established by behavioral researchers was incorrect. Second, as a means of suggesting an alternative hypothesis, this study proposed that snapping behavior could be a modified play response that was elicited when foals were confused by the complex social signals displayed by conspecifics. Finally, this project tested the aforementioned hypothesis by recording interactions between foals and conspecifics and analyzing the snapping intensity with each subjectâ s previous level of social experience. There were two indicators utilized to establish social experience. First, the â ageâ of the foal was employed as a measure of overall life experience and development. Second, the number of hours per day the foal was exposed to conspecifics gave an effective measure of the amount of time the subject had an opportunity to learn the complex Equine visual communication (referred to as â out-timeâ ).
Master of Science

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16

Pagoto, Sherry L., Vinayak K. Nahar, Christine Frisard, David E. Conroy, Stephenie C. Lemon, Jessica Oleski, and Joel Hillhouse. "A Comparison of Tanning Habits Among Gym Tanners and Other Tanners." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2785.

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17

au, drbonser@starwon com, and David John Bonser. "Behavioural fluency for young children with autism." Murdoch University, 2002. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20040210.104430.

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Fluency is functionally defined by: skill retention after a period without practice; skill endurance over longer intervals than encountered during practice; skill stability in the face of distraction; a performance that can be effortlessly applied to new environments; and a skill that adduces easily with other skills to form new repertoires (RESAA). Precision Teachers have found that fluency can be promoted by building the frequency of an accurate response to high rates. Young children with autism often fail to achieve RESAA outcomes from accuracy-based discrete trial training and may benefit from frequency-building instruction. However, a lack of published empirical support has meant that many behavioural educators have resisted adopting these strategies. The purpose of the current study was to determine if frequency-building procedures will promote the fluent skill development of tasks encountered on many early intervention programs for 12 young children with autism. The data showed that imitation, line tracing, drawing, simple addition, and phoneme reading skills taught to young children with autism achieved RESAA outcomes and responded to frequency building procedures in ways that were consistent with non-autistic populations. Secondly, frequency-building imitation to a rate-based fluency aim produced far greater gains on measures of generalised, imitation than using discrete trial training to an accuracy-based mastery criterion alone. Thirdly, increases in the rate of performance under frequency-building conditions positively predicted increases in the quality and quantity of applications, adductions, and skill generalisation for most skills. Fourthly, more exemplars are preferable to few during frequency-building practice. Fifthly, gross motor imitation, a controlled-operant task by definition, was modified and practiced to rates high enough to achieve RESAA criteria. Finally, discrete trial training was as effective as frequency-building when matched for reinforcement and practice, however was less efficient and rated less enjoyable by 5 children without developmental disabilities. The findings were consistent with behavioural fluency predictions and support the inclusion of frequency building strategies to promote skill fluency for young children with autism.

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18

Cavanaugh, Jennifer A. "Does the way we measure fit matter?| Predicting behaviors and attitudes using different measures of fit." Thesis, State University of New York at Albany, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10109998.

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The literature on person-organization (P-O) fit has been plagued with inconsistencies in the conceptualization, operationalization and measurement of P-O fit. Despite numerous studies examining the relationship between P-O fit and outcomes, these inconsistencies in measurement and operationalization have led to mixed findings concerning specific individual outcomes. The goal of this dissertation was to address some of these inconsistencies by examining the relationship between P-O fit, using perceived and subjective measures of fit, and attitudinal and behavioral outcomes. In addition, previously unexplored mediators of the P-O fit-outcome relationships were examined. Although not formally hypothesized, it was believed that the magnitude of the relationships would differ such that perceived fit would have a stronger relationship with attitudinal outcomes than subjective fit, and that subjective fit would have a stronger relationship with job performance than perceived fit.

A sample of 188 entry-level managerial employees, working in a national transportation organization, was used to examine the relationship between P-O fit and job attitudes (i.e., job satisfaction, commitment, organizational citizenship behaviors and turnover intentions) and supervisor rated job performance. The results of this dissertation suggest that perceived fit is related to positive attitudes and better job performance. Furthermore, perceived organizational support partially mediates the relationship between perceived fit and the attitudinal outcomes studied, lending partial support for hypotheses. Role ambiguity was also examined as a potential mediator between fit and job performance, however, although perceived fit was significantly related to role ambiguity, the results did not support the relationship between role ambiguity and job performance. Tests of the specific hypotheses for subjective fit were not supported. Instead, the results indicated that organizational values, rather than fit between person and organizational values, were a strong predictor of attitudinal outcomes.

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19

Collier, Misty L. "The influence of culture on the relationship between perceptions of management of behavior and organizational commitment." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10164297.

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This study examined the relationship between employees’ Organizational Commitment and the perception of the management of deviant behavior and examined if Organizational Culture moderated the strength of the relationship between Organizational Commitment and the perception of the management of deviant behavior. Three assessments were administered either electronically or in hardcopy form and were completed by 114 participants who were employed adults ages 18 and above, managed by someone else, in the southeastern U.S. The Organizational Culture Inventory (OCI) developed by Cooke and Lafferty (2013) measured overall Organizational Culture of employees at an individual level of assessment. The instrument used to measure employee Organizational Commitment was the TCM Employee Commitment Survey (Wellspring Worldwide, LLC, 2010). The instrument used to measure the perception of the management of deviant behavior was derived from a non-self-report measure created by Stewart, Bing, Davidson, Woehr, and McIntyre (2009). A moderated multiple regression analysis determined that the relationship between the perception of the management of deviant behavior and organizational commitment was not predicted by a constructive, aggressive/defensive, or passive/defensive culture style. The study found that the perception of the management of deviant behavior did not have a statistically significant predictive relationship with regards to organizational commitment, nor did workplace culture moderate the perceptions or attitudes of employees. The empirical evidence provided in this study enhanced the body of knowledge related to workplace culture. Specifically, the results of the study provided quantitative information, which provided a valuable understanding that a macro-variable such as workplace culture does not necessarily attenuate the relationship between perception of management and organizational commitment within certain diverse workplaces.

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20

Meyer, Nanette R. "A phenomenological exploration of followers' well-being as influenced by their authentic leaders." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10164298.

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This transcendental phenomenological study sought to understand how the followers of authentic leaders in a multi-national healthcare organization experienced well-being. Twenty followers of 5 authentic leaders participated in the research and shared their lived experiences. Followers reported they experienced workplace well-being by maintaining work-life balance, feeling fulfilled/doing meaningful work, and feeling appreciated/recognized for their contributions. Workplace well-being was experienced as a result of their perceptions of feeling trusted and cared about as a whole being and not just an employee by their leaders. Followers also reported that the organizational culture provided support for leaders to demonstrate behaviors of authentic leadership, caring, trust, appreciation, respect, valuing others, openness, honesty, and transparency, which led them to feel an attachment to their leaders and organizations. Followers were motivated to exhibit organizational citizenship behaviors by providing extra or discretionary effort beyond their expected role requirements. These findings indicate that authentic leaders can provide value by cultivating well-being in the workplace. Findings also suggest recommendations for establishing organizational best practices.

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21

Ehret, Michael Gregory. "Situational Awareness and Transparency as Core Concepts of Authentic Leadership." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10844017.

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There is not a common, agreed upon definition of authentic leadership. There are varying opinions as to whether authenticity is a trait or a style; however, most scholars believe authenticity is a purpose and value based characteristic (Gardner, Cogliser, Davis, & Dickens, 2011) that is developed over time (George, 2003). Transparency is a core concept of authentic leadership, and situational awareness is a critical skill for leaders to determine the degree of transparency that they should demonstrate. There is limited theoretical and empirical research on how transparency and self-monitoring can be used in conjunction with situational leadership and situational awareness theory. This study measures the impact of a leader’s expression of transparency on follower’s confidence in his or her ability with consideration of a number of covariates. The findings of this study are intended to help advance authentic leadership theory with specific focus on situational awareness and transparency as core concepts of authenticity. Implications are discussed on the advancement of leadership theory, authentic leadership, and transparency as a core concept of authenticity.

Data collection used Amazon Mechanical Turk (MTurk) and yielded 1,006 global participants who met the inclusion criteria. In general, higher degrees of leadership transparency yield higher levels of follower confidence. Situation can impact how expressions of transparency impact follower confidence. Thus, situational awareness and situational leadership are critical competencies for leaders to use transparency effectively. Leader-Member Exchange does not, generally, moderate the relationship between a leader’s transparency and his or her follower’s confidence. There was statistical significance in the difference in responses between geographies, but there were not statistically significant differences in the results when considering gender, years of work experience, education, age, and race in the US.

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22

Hagemeier, Nicholas E. "Communicative Behavior." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1488.

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Book Summary: This outstanding resource guide for students and young adults provides an introduction to the history of prescription drug abuse that explains how this problem has arisen and examines the social, political, economic, and health issues associated with prescription drug abuse in modern society. • Explains the dangers associated with the use of prescription drugs for nonmedical purposes • Provides a detailed introduction for readers seeking to learn about the topic of prescription drug abuse and serves as an research tool for school projects • Includes thought-provoking perspective essays from individuals involved in the discussion of how to address prescription drug abuse • Supplies primary source documents in the form of excerpts from laws, administrative rulings, and court cases regarding prescription drug abuse as well as a glossary of key terms used in discussing the topic of prescription drug abuse

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23

Long, Emily Nicole, and Emily Nicole Long. "Exploratory Behavioral and Neural Effects of Inflammation-Induced Sickness Behavior." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625042.

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Sickness behavior entails behavioral changes such as anxiety or fatigue due to increased circulatory proinflammatory cytokine (IL-6) levels. By crossing the blood-brain barrier, IL-6 induces widespread but poorly understood neurological changes that potentially shift the body's energetic prioritization toward immune recovery. The present study focuses on identifying the mechanisms and behavioral consequences of human sickness behavior on exploration. Sickness behavior was hypothesized to demonstrate a decrease in natural human exploration by dopaminergic mechanisms. We assessed this behavioral phenomenon in participants' exploration of a novel virtual open-field test and a gambling task. Upon receiving the vaccine, participants reported decreased attentional impulsivity on the BIS-11 scale and decrease perceived stress. Participants traversed less and paused more in the virtual-reality open-field test when vaccinated, both of which were mediated by immune reactivity as measured by change in IL-6 levels. These findings support goals of sickness behavior: less curiosity to explore virtual-reality is less cognitively expensive, so energy otherwise invested in pursuing curiosities can focus on immune recovery instead. Further studies on how inflammation changes behavior and neurological regions implicated could improve patient quality of life through better diagnosis and management of inflammation-induced side effects such as depression.

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24

Hawkins, Shannon M. "Technical and Applied Features of Functional Assessments and Behavioral Intervention Plans." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/epse_diss/82.

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ABSTRACT TECHNICAL AND APPLIED FEATURES OF FUNCTIONAL BEHAVIORAL ASSESSMENTS AND BEHAVIOR INTERVENTION PLANS by Shannon M. Hawkins When conducted correctly, functional behavior assessments (FBAs) can help professionals intervene with problem behavior using function-based interventions. Despite the fact that researchers have shown that effective interventions are based on function, recent investigators have found that most behavioral intervention plans (BIPs) are written without regard to the function of students’ problem behaviors as documented in their FBAs. This study was conducted to examine the overall technical adequacy of FBAs and BIPs within one educational system to evaluate reliance on the outcomes of FBAs in the development of BIPs. The technical and applied features of a randomly selected sample of 134 FBA/BIPs of students with disabilities, ages 3-21 years, who were receiving services due to their severe emotional and behavioral disorders (SEBD) or autism spectrum disorders (ASD) within the Georgia Network of Educational and Therapeutic Services (GNETS) were analyzed. In addition, similarities and differences between function-based strategies specified in BIPs were examined. Logistic regression was used to reveal the probability that a given behavioral function can predict which intervention(s) might be chosen. A series of chi-square tests of independence and a multinomial logistic regression model were used to examine how BIP component variables, demographic variables, behavioral function variables, and behavioral intervention variables related to each other statistically. Components described as critical in research literature for conducting FBAs and developing BIPs were absent from a significant number of the student files. Results suggest few of the prescribed interventions were likely to be related to function. The findings extend research on FBAs and BIPs, particularly as they are used with students with SEBD and autism, documenting that a significant number of BIPs are developed without regard of the function of the problem behavior.

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25

Wheeler, John J., and David Dean Richey. "Behavior Management: Principles and Practices of Positive Behavior Supports." Digital Commons @ East Tennessee State University, 2014. http://amzn.com/0133386600.

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The case studies provide realistic portrayals of current dilemmas in policing, courts, corrections, and juvenile justice. Political and noble cause corruption, perjury and judicial/prosecutorial misconduct, ethnic and gender prejudice, and many other social and criminal justice themes are featured. Following each scenario are thought-provoking questions to facilitate personal reflection and class discussion. Each section contains a bibliography of topical books and articles for readers interested in a more in-depth treatment of the issues.
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26

Wheeler, John J., and David Dean Richey. "Behavior Management: Principles and Practices of Positive Behavior Supports." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu_books/167.

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Unlock the power of positive behavior intervention supports for your students Behavior Management: Principles and Practices of Positive Behavior Supports provides readers with a thorough overview of behavior analysis and PBIS theory and applications. Using vignettes and student examples, the book shows teachers how to achieve optimal behavioral and learning outcomes for their students–regardless of the challenging behavior exhibited. Chapters address universal tools such as reinforcement, meaningful instruction, and student progress monitoring. Behavior support plans demonstrate how to implement techniques for students at all levels and abilities across learning environments Referencing the latest research in the field, the 4th Edition expands its coverage of prevention, schoolwide PBIS, and student progress monitoring.
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27

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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28

Street, Robin. "Positive Behavior Supports and Teacher Stress." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3842.

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The purpose of this study was to determine if there is a difference between the implementation of positive behavior supports and teacher stress? Previous research conducted by Ross, Romer, and Horner (2011) reported that teachers who work in schools that effectively implement Positive Behavior Supports (PBIS) had lower levels of stress and higher levels of efficacy. The current study investigated the difference between the PBIS and teacher stress. Additionally, this study sought to determine if teachers age, years of teaching experience, and gender had an impact on teacher stress. Data collection strategies included two surveys, Effective Behavior Support and the Teacher Stress Inventory. The survey instrument consisted of 65 statements that asked respondents to indicate their degree of agreement on a 7-point Likert scale. Using two ANOVA’s and two independent sample t-test, 104 participant surveys across three school district groups were analyzed. Results revealed that there was no statistically significant difference in positive behavior supports and interventions and teacher stress. Additionally, there were no statistically significant difference in teachers age, years of teaching, and gender and teacher stress.

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29

Herchen, Julia L. "Unethical Prosocial Behavior: Theory Development and Experimental Findings." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804877/.

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Job performance has historically been divided into two subsets, that which is prescribed and that which is discretionary. Further, discretionary workplace behavior has typically been described as either helpful or ethical (i.e. organizational citizenship behavior) or harmful and unethical (i.e. workplace deviance behavior) with behavior that is both helpful and unethical rarely discussed. I term this lesser discussed type of discretionary workplace behavior unethical prosocial behavior and define it as discretionary actions that are intended to benefit a specific referent outside the self, either an individual or a group, that are illegal and/or morally inappropriate to larger society. In addition to defining unethical prosocial behavior, this paper places the behavior in an organizing framework of discretionary workplace behaviors and tests several hypotheses regarding unethical prosocial behavior. The hypotheses address three primary research questions. First, are there contextual conditions that make it more likely that a person will engage in unethical prosocial behavior? Second, does the nature of the relationship between the actor and the beneficiary make unethical prosocial behavior more or less likely? And third, are there individual characteristics that serve to either constrain or enhance the likelihood that and individual will engage in unethical prosocial behavior? A 2 x 2 experimental design was used to test these hypotheses. As expected, in-group (vs. out-group) salience increased the likelihood of UPB. Individuals in the in-group condition engaged in significantly greater UPBs than those in the out-group condition. Contrary to expectations, shared reward (vs. no reward) decreased the likelihood of UPB. Individuals who were due a reward engaged less in UPBs than those who were not due a reward. Possible explanations for this relationship (both methodological and theoretical) are explored. While the overall effect of reward structure on UPB was in the opposite direction from that which was expected, propensity to morally disengage had the anticipated effect on the relationship between rewards and UPB. Those high in propensity to morally disengage were more likely to engage in UPB when a shared reward was offered (vs. no reward). Due to the nature of the task and the data collected, it was possible to operationalize UPB as a continuous measure as well as a dichotomous event (UPB/no UPB). This lead to a supplemental analysis that shed additional light on the nature of the relationship between group salience and UPB. The analysis shows that not only do subjects tend to over report the scores for fellow in-group members, but they also tend to underreport scores for out-group members. Fruitful areas for future work on the nascent UPB construct are discussed.

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30

Strickland, Justin Charles. "EXAMINING THE UTILITY OF BEHAVIORAL ECONOMIC DEMAND IN ADDICTION SCIENCE." UKnowledge, 2019. https://uknowledge.uky.edu/psychology_etds/154.

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The marriage of perspectives from behavioral economic theory and learning theory has the potential to advance an understanding of substance use and substance use disorder. Behavioral economic demand is a central concept to this interdisciplinary approach. Evaluating demand in the laboratory and clinic can improve previous research on the relative reinforcing effects of drugs by accounting for the multi-dimensional nature of reinforcement rather than viewing reinforcement as a unitary construct. Recent advances in the commodity purchase task methodology have further simplified the measurement of demand values in human participants. This dissertation project presents a programmatic series of studies designed to demonstrate the utility of using a behavioral economic demand framework and the purchase task methodology for understanding substance use disorder through basic and applied science research. Experiments are presented spanning a continuum from theoretical and methodological development to longitudinal work and clinical application. These experiments demonstrate three key conclusions regarding behavioral economic demand. First, behavioral economic demand provides a reliable and valid measure of drug valuation that is applicable to varied drug types and participant populations. Second, behavioral economic demand is a stimulus-selective measure specifically reflecting valuation for the commodity under study. Third, behavioral economic demand provides incremental information about substance use in the laboratory and clinical setting above and beyond traditional measures of reinforcer valuation and other behavioral economic variables. These findings collectively highlight the benefits of behavioral economic demand and provide an important platform for future work in addiction science.

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31

Rhodes, Emily. "The Use of Behavior Specific Praise and the Caught Being Good Game to Improve Class-Wide Behavior." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5296.

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This study evaluated the relative contributions of behavior specific praise statements (BSPS) and the Caught Being Good Game (CBGG) on class-wide appropriate behaviors and examined teacher use of BSPS and corrective feedback. It also evaluated if changes in class-wide behaviors are maintained during follow-up and generalized to non-target academic periods. Data on teacher use of BSPS were also collected during follow-up and generalization probes to examine if the teachers continued to use BSPS during follow-up and generalize their use of BSPS to non-target academic periods. A multiple-baseline design across classrooms with an ABC sequence was used to evaluate the outcomes of the interventions. The results indicated that BSPS was sufficient in two classrooms to increase class-wide on-task behavior for over 90% of students just by explicitly giving attention for appropriate behaviors while the third classroom required implementation of CBGG which provided external reinforcers. Some evidence of generalization and maintenance was observed in all classrooms. All teaching staff's use of BSPS increased during implementation of the BSPS phase, but BSPS use decreased in follow-up, and support for generalization is lacking.

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32

Street, Jalika C. "Predicting Ecological Behavior in the Era of Climate Change." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/psych_theses/84.

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The most devastating effects of climate change may be avoided if humans reduce activities that produce greenhouse gases and engage instead in more sustainable ecological behaviors. The current mixed methods study of 279 undergraduate students explored whether environmental worldview, belief in climate change, knowledge of climate change, personal efficacy, and intention to address climate change influenced participants’ engagement in ecological behavior. Results indicated that those with a stronger intention to address climate change and a more ecocentric worldview reported significantly more ecological behavior. Next, the study examined whether participants’ intentions to address climate change mediated the relationship between their belief in climate change and engagement in ecological behavior and whether intentions mediated the relationship between efficacy and ecological behavior. Intentions to address climate change did not mediate the relationship between belief and ecological behavior but fully mediated the relationship between efficacy to address climate change and ecological behavior.

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33

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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34

Diehl, K., T. Görig, E. W. Breitbart, R. Greinert, Joel J. Hillhouse, J. L. Stapleton, and S. Schneider. "First Evaluation of the Behavioral Addiction Indoor Tanning Screener (baits) in a Nationwide Representative Sample." Digital Commons @ East Tennessee State University, 2018. https://doi.org/10.1111/bjd.15888.

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Background: Evidence suggests that indoor tanning may have addictive properties. However, many instruments for measuring indoor tanning addiction show poor validity and reliability. Recently, a new instrument, the Behavioral Addiction Indoor Tanning Screener (BAITS), has been developed. Objectives: To test the validity and reliability of the BAITS by using a multimethod approach. Methods: We used data from the first wave of the National Cancer Aid Monitoring on Sunbed Use, which included a cognitive pretest (August 2015) and a Germany‐wide representative survey (October to December 2015). In the cognitive pretest 10 users of tanning beds were interviewed and 3000 individuals aged 14–45 years were included in the representative survey. Potential symptoms of indoor tanning addiction were measured using the BAITS, a brief screening survey with seven items (answer categories: yes vs. no). Criterion validity was assessed by comparing the results of BAITS with usage parameters. Additionally, we tested internal consistency and construct validity. Results: A total of 19·7% of current and 1·8% of former indoor tanning users were screened positive for symptoms of a potential indoor tanning addiction. We found significant associations between usage parameters and the BAITS (criterion validity). Internal consistency (reliability) was good (Kuder–Richardson‐20, 0·854). The BAITS was shown to be a homogeneous construct (construct validity). Conclusions: Compared with other short instruments measuring symptoms of a potential indoor tanning addiction, the BAITS seems to be a valid and reliable tool. With its short length and the binary items the BAITS is easy to use in large surveys.

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35

Morgan, Theresa Anne. "Links between temperament and behavioral function." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3501.

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Despite a mutual interest in disordered behavior, the psychological approaches of individual differences and behaviorism historically have had little common research or discourse. Moreover, over time, both fields independently have developed methods of assessment and treatment that--despite being broadly applicable across populations--exist only in parallel. This also is despite the facts that (1) individual differences frequently are defined by specific types of behavior (or lack thereof), and (2) behavioral analyses may include "organism" variables that share features with temperament variables. The primary goal of the current study is to examine relations between broad temperament factors and the function of problem behavior(s) identified through formal clinical assessment. The proposed model hypothesizes unique contributions of extraversion/surgency/positive affectivity (E/SPA) and neuroticism/negative affectivity (NNA) to the behavior functions of attention and escape, respectively. Subsidiary goals of the study included replicating previously identified temperament factors in this sample and assessing relations among temperament scales and behavioral form(s). Fifty-three children and their caregivers were recruited from 4 behavior treatment clinics at the University of Iowa. Caregivers were asked to complete two measures of temperament/personality: the Children's Behavior Questionnaire Short Form (CBQ) and the Schedule for Nonadaptive and Adaptive Personality--Other Report Form (SNAP-ORF). Children also underwent behavior assessment procedures as part of their scheduled clinic appointment, and these records were subsequently accessed to code function, form, frequency, and severity of problem behaviors. Results showed significant, positive relations between E/S-PA and measures of attention function. These findings were consistent across several (though not all) measures of E/S/PA and attention function. In contrast, no significant relation between N-NA and either escape or attention was found. Structural modeling of temperament/personality was broadly consistent with the three factors proposed by the CBQ and SNAP-ORF. Several unique findings at the lower order trait level also were noted and are discussed. The results from the current study provide an important first step in linking behavior and personality with regard to function in addition to behavioral form. Implications for the definitions of traits and function used in this project are discussed. Future research should expand on these preliminary findings to replicate and clarify relations among individual differences and behavioral functions.

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36

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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37

Almageni, Nola. "MARIJUANA BEHAVIORS IN THE ARABIAN GULF (GCC): APPLYING THEORY OF PLANNED BEHAVIOR." UKnowledge, 2013. http://uknowledge.uky.edu/comm_etds/18.

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The theory of planned behavior is a great tool for understanding predictors of drug use, specifically marijuana. Although the theory has been applied in the U.S. and European context, research on the predictors of behavioral intention for marijuana use within the Arabian Gulf context is limited. This thesis provides an overview of the theory of planned behavior as used in the U.S. and European context. An argument for the need to better understand predictors of behavioral intentions to use drugs, in the Arabian Gulf Region, prior to developing interventions and preventions is presented. Data was collected from 95 participants between the ages of 18-25 who were from the six GCC countries. Participants had the option to complete the survey in English or in Arabic. Results of the study suggest attitudes are the strongest predictor for behavioral intentions to use marijuana. Knowledge and sensations seeking were not significantly related to behavioral intentions for marijuana use within the current sample.

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38

Nobuko, Makishi. "Same behavior, different consequences: Reactions to men's and women's compulsory citizenship behaviors." Cleveland State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=csu1337272328.

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39

Frick, Sarah Elizabeth. "Leaders on their Best Behavior: Leader Behaviors Resulting in Effective Virtual Teams." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6702.

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A more globalized workforce, coupled with technological advances in electronic communication, have led organizations to turn to virtual work teams at a rapidly increasing rate (Gilson, Maynard, Young, Vartiainen, & Hakonen, 2015). Leadership has been shown to aid team performance across work domains (Morgeson, DeRue, & Karam, 2010), and there exist a host of functional leader behaviors that have been found to benefit face-to-face team performance (Burke, Stagl, Klein, Goodwin, Salas, & Halpin, 2006). Attention to leadership in this new era of work teams is necessary to identify those specific behaviors that enable effective virtual team functioning. Team performance, whether in the virtual context or face-to-face, requires attention to taskwork (i.e., what people do) as well as the required teamwork (i.e., how people work together to go about doing the tasking; Morgan Jr, Glickman, Woodard, Blaiwes, & Salas, 1986). Thus, drawing upon the Consideration and Initiating Structure classification of leader behaviors, the current study sought to determine which behaviors are most critical to virtual team effectiveness and other important outcomes, specifically within the context of a virtual team working on a decision-making task. This study determined that Consideration leader behaviors are most beneficial for virtual team performance, team member satisfaction, and team potency in a decision-making context. Further, perceived leader effectiveness was found to predict team member satisfaction and team potency. This work has important implications for both science and practice, including extending existing leadership theory to a new context (i.e., virtual teams) and influencing leader behaviors for decision-making teams across work domains.

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40

Swinton, Jonathan J. "Adoptees and behavior problems: A meta-analysis." Diss., Kansas State University, 2011. http://hdl.handle.net/2097/13098.

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Doctor of Philosophy
Department of Family Studies and Human Services
Jared R. Anderson
Sandra M. Stith
Adoption trends have shifted in the past two decades and as a result, could impact established assumptions about behavior problems among adopted children. A comprehensive meta-analysis was published in 2005 attempting to come to more definitive conclusions regarding adoption behavior and moderators of adoption behavior. However, the study used a sample from over a dozen countries over a 44 year span. This study is a meta-analysis that has replicated many of the questions investigated by the previous analysis with a much more recent 15 year sample of adoptees placed only within the United States. The results show that combined international and domestic adoptee samples, as well as separate international and domestic adoptee samples are more likely to have total, externalizing, and internalizing behavior problems than their non-adopted counterparts. In addition, age at time of assessment, gender of adoptees, and length of time spent with adoptive family may moderate some of the behavior problems experienced by adoptees. Pre-adoptive adversity, age at time of assessment, and study quality were not shown to have moderating influence on behavior of adoptees.

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41

Reyes, Sofia. "Implementation of the Prevent-Teach-Reinforce Model within Multi-tiered Systems of Support for Elementary School Students with Problem Behavior." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7906.

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This study evaluated the implementation of the school-based Prevent-Teach-Reinforce (PTR) model within multi-tiered systems of support (MTSS) for elementary school students engaging in high levels of problem behavior. Three students and their classroom teachers in two public schools participated in the team-based PTR process during which they engaged in teaming and goal setting, functional behavior assessment, intervention, and evaluation. A multiple baseline across participants design was used to evaluate the impact of using the PTR model on student problem and replacement behaviors. Direct and indirect observations of student behaviors were conducted across target and generalization academic time periods. Findings indicate that the PTR intervention effectively reduced problem behavior and increased replacement behavior for all three participating students in both target and generalization academic time periods. Social validity assessments with the participating teachers and students indicated high levels of acceptability of and satisfaction with the PTR intervention goals, procedures, and outcomes. Implications for using the PTR model within MTSS for students who are not responding to Tier 2 interventions are discussed.

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42

Vallinger, Tricia Marie. "Use of Checklists to Increase Staff Performance on Documentation of Session Notes in an ABA Facility." Youngstown State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ysu161795751381874.

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43

Zettel, Nalen Catherine M. "Comparitive [sic] behavioral analysis of oviposition behavior in Aedes and Culex mosquitoes and the impact of pathogen infection on oviposition behavior." [Gainesville, Fla.] : University of Florida, 2009. http://purl.fcla.edu/fcla/etd/UFE0024842.

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44

Gipson-Kendrick, Zoe Elizabeth. "Parents and Health Behavior Change: A Review of the Role of Parents’ Behavioral Intentions for Health Behavior Change in Their Children." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/906.

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Objective: To examine the existing literature on the relation between contextual and health factors that influence parent intention for child health behavior change, focusing on the importance of a strong theoretical background and measures that match the proposed theory, and to determine the use of intention in the proposed sample of articles. Method: A preliminary search was conducted, seeking out interventions and programs that target nutrition and/or physical activity in relation to childhood obesity prevention using PsycINFO and MedLine databases. This search totaled 29 studies to be included in the final review. Results: Ten articles studied intention as a dependent variable, twelve with intention as in independent variable, and seven with intention as a mediating variable. A majority of the articles included a theoretical background (86.2%), while 13.8% of the articles did not include any. Seven overall constructs of interest were established: intention/goal, attitudes, self-efficacy, behavior, social support, knowledge/awareness, and norms. Effect sizes for significant pathways were collected/calculated for the specified variables. Finally, behavioral intention was measured inconsistently in each article, some providing reliability, validity, and/or references for the scales measuring intention, while some did not. Conclusions: Childhood obesity prevention and intervention literature is inconsistent in the use of theory, strong measurement, and incorporation of other fields of psychology.

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45

Brubaker, Matthew W. "Apology as a leadership behavior| A meta-analysis with implications for organizational leaders." Thesis, Pepperdine University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712131.

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Leaders are frequently called to apologize on behalf of their organizations, in some cases skillfully resolving episodes of failure while meeting the unique, competing needs of diverse stakeholders. However, too often leaders handle apology poorly, exacerbating tense situations and alienating key constituents. This study is an examination of the practice of apology as a leadership behavior in an organizational context. To answer the question, How might the existing literatures on apology be examined, integrated and refocused to apply specifically to leaders operating within an organizational context ? the study provides a meta-analysis of the diverse literatures that address the practice of apology. Examining literature from theology and philosophy, the social sciences, law, public relations and organizational management, the study builds a framework to understand and evaluate apology and its appropriate application to episodes of organizational failure. The literature integration and analysis demonstrates a diversity of perspectives on the definition of apology, its purpose and goals, the modes through which apology is delivered, the process or steps involved in apology, and the alternatives to apology. Using the adaptive leadership framework and a stakeholder management perspective on organization, the research is organized around the unique and distinct needs of organizational leaders. The Organizational Apology Model, offered in Chapter 5, provides a robust set of tools and examples designed to support organizational leaders considering the practice of apology.

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46

King, Pamela Kay. "Adolescent Sexual Behavior and Identity Development." DigitalCommons@USU, 1993. https://digitalcommons.usu.edu/etd/2402.

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The purpose of this study was to determine if there is a relationship between adolescent sexual behavior, motivations, and identity status. A review of the literature indicated that deviant behaviors covary, and that drug use and abuse and the motivations for same are related to identity status . A questionnaire, including the Extended Objective Measure of Ego Identity Status(EOM-EIS) and a series of questions to gather information about sexual behaviors and motivations, was employed. The sample consisted of 579 university students ranging in age from 17 to 25. The dependent variable (sexual behavior and motivation) was viewed through the categorical assignments of identity status achieved, moratorium, foreclosed, and diffused, as well as through individual scores. As anticipated there was a relationship between sexual behavior and identity status; specifically, risky sexual behavior was positively correlated with identity diffusion, and abstinence with identity foreclosure. Adolescents in all statuses were equally consistent users of contraception, not just identity achieved as hypothesized. There was not a clear response pattern mediated by identity status as initially anticipated. Implications were discussed.

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47

Jiang, Jade. "The Effects of Housing Conditions on Anxiety-Like Behavior." Youngstown State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1328458742.

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48

Zaman, Nishat. "Understanding Immigrants' Travel Behavior in Florida: Neighborhood Effects and Behavioral Assimilation." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1690.

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The goal of this study was to develop Multinomial Logit models for the mode choice behavior of immigrants, with key focuses on neighborhood effects and behavioral assimilation. The first aspect shows the relationship between social network ties and immigrants’ chosen mode of transportation, while the second aspect explores the gradual changes toward alternative mode usage with regard to immigrants’ migrating period in the United States (US). Mode choice models were developed for work, shopping, social, recreational, and other trip purposes to evaluate the impacts of various land use patterns, neighborhood typology, socioeconomic-demographic and immigrant related attributes on individuals’ travel behavior. Estimated coefficients of mode choice determinants were compared between each alternative mode (i.e., high-occupancy vehicle, public transit, and non-motorized transport) with single-occupant vehicles. The model results revealed the significant influence of neighborhood and land use variables on the usage of alternative modes among immigrants. Incorporating these indicators into the demand forecasting process will provide a better understanding of the diverse travel patterns for the unique composition of population groups in Florida.

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49

Doyle, Jean F. "Leisure behavior processes and instutitionalized persons with organic dementia, behavioral observation." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0006/MQ36352.pdf.

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50

Toccafondi, Toni L. "The application of Strumpel's behavioral economic model to explain financial behavior." Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-10242009-020306/.

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Дисертації з теми "Behavior"

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