Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 235-241). Also available on the Internet.

Thesis (Ed. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains iv, 77 p. : ill. Includes abstract. Includes bibliographical references (p. 63-71).

Thesis (doctoral)--İstanbul Üniversitesi, 1988. / At head of title: İstanbul Üniversitesi Sosyal Bilimler Enstitüsü. Summary in English. Includes bibliographical references (p. 190-202).

Thesis (Ph. D.)--University of Notre Dame, 2004. / Thesis directed by Maureen T. Hallinan for the Department of Sociology. "April 2004." Includes bibliographical references (leaves 127-134).

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 235-241). Also available on the Internet.

Thesis (M.S.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vi, 52 p. : ill. Includes abstract. Includes bibliographical references (p. 38-41).

Title from title page of PDF (University of Missouri--St. Louis, viewed February 23, 2010). Includes bibliographical references (p. 396-417).

In order for foster parents to be prepared to manage problem behavior and develop a positive relationship with a child in their home, local foster care agencies require these parents to attend parent training classes. Unfortunately, even foster care agencies that offer empirically validated parent training courses are unable to prevent the parents' performance from decreasing over time (Cowart, Iwata, & Poynter, 1984; Forehand & King, 1977; Mueller et al., 2003). However, researchers have created booster training sessions to counteract this issue. Booster training sessions allow participants to attend a brief refresher course on skills they have previously learned. Another intervention that has been successful with skill acquisition is video modeling. Video modeling requires less response effort and is not as time consuming compared to other training methods like didactic teaching. The current study evaluated the effectiveness of booster training sessions using video modeling for foster parents who completed a parent training class that was based on basic behavior analysis principles. Results showed an increase in the participants' skills after they received booster training sessions using video modeling.

Although about half of all rape victims are adolescents, the bulk of the research on sexual victimization is focused on college or community samples of adult women. As such, little is known about adolescent risk of sexual victimization. Adolescence is an important developmental phase in life, in which an individual undergoes major social and biological changes. These changes may make them more susceptible to environmental characteristics, such as family climate, compared to adults. Environmental factors may influence risk taking among adolescents, which may increase the risk of sexual victimization. The theory of social support can be useful in understanding why some young individuals are sexually victimized and others are not. Data for the analysis is derived from the National Longitudinal Study of Adolescent Health (Add Health). The current study uses the in-home interviews from Wave I, Wave II, and Wave IV of Add Health. The purpose of the study is to examine the relationship between social support, risky behavior, and sexual victimization. Specifically, whether risky behavior mediates the relationship between adolescent sexual victimization and social support will be examined.

This research examines the time used by teenagers, aged 16 to 19 years, the types of activities teenagers do, and the impact of internet usage on their non-fixed activities during weekdays. The data employed for this research is the 2009 National Household Travel Survey (NHTS 2009). For this study, socio-demographic factors (such as age, gender, race, work status, immigrant status, number of individuals in the household, number of children in the household, number of workers in the household, household income, and others), non-fixed activities (at home, shopping, personal business, physical, recreational and social, meals, religious, and others), time spent on non-fixed activities, and internet use among teenagers were taken into consideration. The methodology in this research uses an ordered response model to analyze internet usage, and a Multiple Discrete Continuous Extreme Value model (MDCEV) to analyze the activity participation. The results show that individual and household demographic characteristics have an impact on internet usage, as well as, internet usage is found to have a significant impact on the activity participation behavior of teenagers. / text