The purpose of this study was to revise the Lunch Box Program using the Intervention Mapping process to design a program for parents of preschool age children in the childcare setting. Program development was guided by input from group interviews (n = 3) that were held with parents (n = 31) at three child care centers. Four major themes were revealed 1) interest in receiving information in written format; 2) activities that stimulate parent interaction; 3) workshops and activity stations; and 4) recommendations for support from local supermarkets. Lunch Is In The Bag emphasizes packing fruits, vegetables and whole grains in lunch daily. In a quasi-experimental design, six childcare centers were paired by size before being randomly assigned to intervention (n=3) and comparison (n=3) groups. The parents with primary lunch packing responsibility for the three to five year old children were enrolled as parent-child dyads. Primary outcome measures included lunch contents of fruits, vegetables and whole grains. Secondary outcome measures included change in behavioral constructs and process outcome measures included fit of program into operations and curriculum. A total of 132 parent-child dyads completed the study, 81 in the intervention group and 51 in the comparison group. Direct observation of children’s lunches from the intervention group showed a significant increase in predicted mean number of servings of vegetables, from 0.41 to 0.65 (P < 0.001) and whole grains, from 0.54 to 1.06 (P < 0.001), but not fruit. The intervention demonstrated a significant effect on knowledge of meal patterns (p = 0.010); outcome expectations for packing whole grains (p < 0.001); and subjective norms for packing fruit (p = 0.002), vegetables (p = 0.046), and whole grains (p = 0.015). Perceived behavioral control (p = 0.000), expectations (p = 0.007), and intentions (p = 0.048) were significant independent predictors for packing vegetables. Knowledge significantly predicted packing whole grains (p = 0.000). Process outcome data indicated Lunch is in the Bag was a feasible nutrition education program that fit well into both the childcare center operations and curriculum. / text

The purpose of this study was to determine if leniency and halo error in student ratings could be reduced by training the student raters and by using a Behaviorally Anchored Rating Scale (BARS) rather than a Likert scale. Two hypotheses were proposed. First, the ratings collected from the trained raters would contain less halo and leniency error than those collected from the untrained raters. Second, within the group of trained raters the BARS would contain less halo and leniency error than the Likert instrument.

A review of the literature regarding behavioral characteristics and underlying factors for behaviorally disordered (BD) students revealed that both elementary school aged and secondary school aged BD students may be able to be described by a similar factor structure. Utilizing ratings obtained on a national sample of BD students with the Behavioral Dimensions Rating Scale (BDRS). Research Edition, the pattern of item ratings for students in grades kindergarten through five (K-5) and grades six through eleven (6-11) was examined to confirm this literature-based theory. Multigroup simultaneous confirmatory factor analysis using maximum likelihood estimation procedures was utilized to compare the covariance structures of students in grades K-5 and grades 6-11. A goodness-of-fit index revealed that the covariance matrices of the two groups were invariant. Since the same factor structure could be used to describe BD students in grades K-5 and grades 6-11, the means for the two groups were compared using Hotelling's T^2 statistic for two independent samples. The analysis resulted in finding a significant difference between the two groups' means. A univariate F test was conducted for the behavioral dimensions to locate the source of the mean difference. A significant difference was found only for Factor I: Aggressive/Acting Out, indicating that teachers perceive these types of behavior to be more problematic for students in grades K-5. No significant differences were found between the two groups' means on Factor II: Socially Withdrawn, Factor III: Irresponsible/Inattentive, or Factor IV: Fearful/Anxious. This investigation has demonstrated that teachers can use the BDRS, Research Edition with confidence when assessing the behaviors of both elementary and secondary school aged students. Areas for further investigation include an examination for invariance across (a) more narrowly defined grade distributions, (b) gender, and (c) socioeconomic status.

The study reported herein addressed the identification of the classroom management techniques utilized by teachers of behaviorally disordered children and youth and by teachers of adjudicated children and youth. Specifically the purpose was to examine (a) the self-reported classroom management techniques utilized by teachers of adjudicated or behaviorally disordered children and youth assigned to four types of educational and therapeutic settings, (b) the self-reported classroom management techniques utilized by teachers who have been teaching in a single type educational and therapeutic setting for behaviorally disordered or adjudicated children and youth for various numbers of years, and (c) the self-reported classroom management techniques utilized by teachers of behaviorally disordered or adjudicated children and youth in different age groups assigned to a single type educational and therapeutic setting.

The loss of large-bodied herbivores and/or top predators has been associated with large-scale changes in terrestrial, freshwater, and marine ecosystems around the world. Understanding the consequences of these declines has been hampered by a lack of studies in relatively pristine systems. To fill this gap, I investigated the dynamics of the relatively pristine seagrass ecosystem of Shark Bay, Australia. I began by examining the seagrass species distributions, stoichiometry, and patterns of nutrient limitation across the whole of Shark Bay. Large areas were N-limited, P-limited, or limited by factors other than nutrients. Phosphorus-limitation was centered in areas of restricted water exchange with the ocean. Nutrient content of seagrasses varied seasonally, but the strength of seasonal responses were species-specific. Using a cafeteria-style experiment, I found that fast-growing seagrass species, which had higher nutrient content experienced higher rates of herbivory than slow-growing species that are dominant in the bay but have low nutrient content. Although removal rates correlated well with nutrient content at a broad scale, within fast-growing species removal rates were not closely tied to N or P content. Using a combination of stable isotope analysis and animal borne video, I found that green turtles (Chelonia mydas) – one of the most abundant large-bodied herbivores in Shark Bay – appear to assimilate little energy from seagrasses at the population level. There was, however, evidence of individual specialization in turtle diets with some individuals foraging largely on seagrasses and others feeding primarily on macroalgae and gelatinous macroplankton. Finally, I used exclusion cages, to examine whether predation-sensitive habitat shifts by megagrazers (green turtles, dugongs) transmitted a behavior-mediated trophic cascade (BMTC) between sharks and seagrasses. In general, data were consistent with predictions of a behavior-mediated trophic cascade. Megaherbivore impacts on seagrasses were large only in the microhabitat where megaherbivores congregate to reduce predation risk. My study highlights the importance of large herbivores in structuring seagrass communities and, more generally, suggests that roving top predators likely are important in structuring communities - and possibly ecosystems - through non-consumptive pathways.

Students who are removed from their regular classrooms for treatment in special education classrooms commonly exhibit positive behavior gains in those settings. Typically, however, the gains do not generalize and maintain when the students are returned to their regular classrooms. The present study initially provided six Behaviorally/Emotionally Handicapped elementary school students with a short-term resource room treatment to bring their behavior under the control of a combination of procedures emphasizing self-evaluation. Once acceptable levels of appropriate behavior were maintained with only minimal external reinforcement and students accurately self-evaluated their own work and behavior, generalization and maintenance of behavior gains were sought in subjects' regular classrooms. A multiple baseline across pairs of subjects design was used to examine individual subjects' behavior throughout the study. Analysis of the results of the study indicated that once self-evaluation procedures were extended into subjects' regular classrooms, subjects transferred and maintained high levels of appropriate classroom behavior in those settings. For four of the six subjects, all extratraining components were faded from use. Only two subjects required a modified form of the original intervention to maintain behavior gains in their regular classrooms.

The purpose of this study was to test the usefulness of The Color Book in facilitating interactions between an interviewer and a child. Interviews employing The Color Book were compared with interviews in which no art materials were used. More specifically the question of whether the length of utterances, number of emotional words used and statements about self by the subjects differed between groups using the Color Book and interviews without art materials. Subjects were forty grade school age children attending public schools. Twenty had previously been classified as behaviorally disordered and the other twenty had no such classification. Half of each group was interviewed without art materials. Interviews were conducted by graduate students in Psychology with experience in interviewing techniques. A twenty minute segment of the audiotaped interview was analyzed for the subject's mean length of utterance, number of times an emotion word or phrase was used and the number of times the subject used the words "I", "Me", "My" and "Mine". Two-way analysis of variance failed to detect any significant differences in these variables due the effect of the interviewing conditions.

No description available.

The basic design concept of most advanced traveler information systems (ATIS) is to present generic information to travelers, leaving travelers to react to the information in their own way. This passive way of managing traffic by providing generic traffic information makes it difficult to predict the outcome and may even incur an adverse effect, such as overreaction (also referred to as the herding effect). Active traffic and demand management (ATDM) is another approach that has received continual attention from both academic research and real-world practice, aiming to effectively influence people's travel demand, provide more travel options, coordinate between travelers, and reduce the need for travel. The research discussed in this article deals with how to provide users with a travel option that aims to minimize the marginal system impact that results from this routing. The goal of this research is to take better advantage of the available real-time traffic information provided by ATIS, to further improve the system level traffic condition from User Equilibrium (UE), or a real-world traffic system that is worse than UE, toward System Optimal (SO), and avoid passively managing traffic. A behaviorally induced, system optimal travel demand management model is presented to achieve this goal through incremental routing. Both analytical derivation and numerical analysis have been conducted on Tucson network in Arizona, as well as on the Capital Area Metropolitan Planning Organization (CAMPO) network in Austin, TX. The outcomes of both studies show that our proposed modeling framework is promising for improving network traffic conditions toward SO, and results in substantial economic savings.

The discipline of marketing is evolving from a product centric paradigm where all value is invested in the product by the supplier and it is exchanged for a market determined price by means of an arm’s length transaction, to a service centric paradigm where value is co-created by customer and supplier through complex relationships in which the rewards are determined through negotiation. This study recognizes that in practice a supplier will and ought to continue to have some customer relationships that are transactional and others that involve higher levels of value co-creation. A five point continuum of relationships from transactional to strategic alliance is defined. Dyadic data in which customer and supplier are asked to evaluate the same relationship from their respective points of view are analyzed resulting in a portfolio of a supplier’s relationships that include each of the five levels. Three structured equation models are validated: first, the customer’s assessment of the level of relationship as a function of new, behaviorally anchored measures; second, the supplier’s assessment as a function of new, behaviorally anchored measures of investment; third, the differences between customer and supplier assessments as a function of differences in ratings of new, behaviorally anchored measures. Additionally, segmentation of the customer base is identified based on the level of assessment of the current and desired future level of relationship. Servicing processes are defined to enable the supplier to match the right offerings to each level of customer thereby optimizing their investment in their customer portfolio.