This study was developed to identify the dynamics of family decision-making processes when purchasing a youth sport camps. Family decision-making has been an interesting subject in consumer behavior for many years but youth sport programs have not been widely studied. To examine the family decision process, both parents and children were asked to complete a web-based questionnaire in which they reported their perceptions of the relative influence of mother, father and child at each decision stage. Family members' influence in the purchase decision was analyzed using a three-phase decision stage model; problem initiation stage, information search stage, and final purchase decision. Both parents and children perceived parents to have the most influence at each stage. Parents perceived that between the husband and wife, decisions were mostly made jointly. Children had the most influence at the problem initiation stage which was consistent with previous literature regarding recreation and leisure service. As children's age increased, so did their relative influence over the purchase decision. The dominance of parents at the overall decision-making process and children's involvement at the beginning of the decision process indicates that youth sport program marketers should develop dual channel marketing strategies to effectively and efficiently reach decision makers at each stage of the process.

No description available.

The purpose of this study was to determine if a summer camp utilizing academic and behavioral remediation programming could increase the academic achievement of children with autism spectrum disorders. Academic achievement was measured using the Wide Range Achievement Test-Fourth Edition (WRAT4; Wilkinson & Robertson, 2006) and an Informal Reading Inventory (IRI; Burns & Roe, 2002) in a sample of 21 children ranging from 6 years, 0 months to 13 years, 1 month prior to and after attending a summer camp for children with autism around a Midwestern city. Repeated measures MANOVAs were used to analyze WRAT4 and IRI assessment results. MANOVA results indicated there were no significant changes on any of the tests of the WRAT4 over time after a Bonferroni correction. MANOVA results further indicated there was no interaction between gender and time. A nonparametric sign test also was conducted to examine changes in the WRAT4 tests. Results of the nonparametric sign test did not reveal significant changes in the WRAT4 tests; however, the Sentence Comprehension test did approach significance. Although participants did not make statistical gains on the WRAT4, they also did not demonstrate a decline in academic skills as measured by the WRAT4. Participants demonstrated less consistent results on the word lists of the IRI as well as the passage comprehension component of the IRI. The number of children who declined or improved on the IRI overtime appeared to be random. A qualitative analysis of four participants selected based on age and gender did not reveal any hypotheses for the differences in performance on the IRI over time. Suggestions for future research include replicating the study with a larger sample, children with multicultural backgrounds, and controlling for the cognitive abilities of the participants. / Department of Educational Psychology

Thesis (M.S.P.H.)--University of Michigan, 1938.

Thesis (doctoral)--Università di Berna.

Th.--UER d'anthropologie, ethnologie, science des religions--Paris 7, 1989.

Thesis (Ph. D.)--Columbia University, 1928. / Published also as Studies in history, economics, and public law, ed. by the Faculty of political science of Columbia university, no. 296. Vita.

Thesis (M.A.)--Ohio State University, 1940. / Includes bibliographical references (leaves 54-56). Available online via OhioLINK's ETD Center

Thesis (M.S.P.H.)--University of Michigan, 1938.

Thesis (M.S.)--West Virginia University, 2000. / Title from document title page. Document formatted into pages; contains vi, 52 p. Includes abstract. Includes bibliographical references (p. 36-39).