The research study evaluated the effectiveness of a behavioral intervention for sleep maintenance insomnia in older adults. Twenty-two elders who spent 60 minutes or more awake during the night on a minimum of three nights per week for at least six months received treatment. The study utilized an experimental design with repeated measures. The subjects were randomly assigned to either an immediate or delayed (waiting list control) treatment group. Subjects completed daily sleep diaries and several other measures. The behavioral intervention was a treatment package consisting of sleep restriction therapy, stimulus control instructions, sleep education, and an optional daytime nap. A six-week treatment program consisting of four weekly classes and two weekly telephone interventions was implemented. Between and within group differences were identified using repeated measures analysis of variance (ANOVA). Post-hoc analyses were performed to identify significant differences. The between group analysis of sleep behaviors revealed an improvement in wake after sleep onset and sleep efficiency for the immediate treatment group. After intervention, the delayed treatment group improved on the same sleep behaviors as well as total sleep time. The therapeutic improvement was maintained at the three month follow-up. Sleep-wake impairment, dysfunctional cognitions, and presleep anxiety were reduced for both groups. The mood measures indicated that the subjects were not depressed prior to treatment and remained nondepressed following intervention. State and trait anxiety levels decreased. Favorable ratings for therapy evaluation were received. The majority of subjects felt they were compliant with treatment and had corresponding decreases in wake after sleep onset. In addition to statistical significance, the clinical significance of the study was established. Insomnia in older adults can be effectively treated using nonpharmacological intervention. Replication of the study is warranted as well as analysis to examine moderating factors affecting treatment outcomes. An effort should be made to increase the demographic diversity of subjects in future studies. Alternative treatment implementation modalities and settings other than the community should be considered for further research.

Thesis (Ph. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 60-72).

Thesis (Ph. D.)--University of Washington, 1989. / Vita. Includes bibliographical references (leaves [62]-66).

Thesis (Ph. D.)--University of Washington, 2004. / Vita. Includes bibliographical references (leaves 56-68).

Thesis (Ph. D.)--University of Washington, 1996. / Vita. Includes bibliographical references (leaves [73]-79).

Despite successful learning in the training environment, acquired skills are often not translated back to the job. Past research on training transfer has tended to measure the construct inconsistently and often disregarded its multi-faceted nature. In an effort to better investigate the determinants of successful transfer, the two temporal facets of training transfer, initiation and maintenance, were examined to evaluate their relationships with the trainee characteristics of goal orientation and self-efficacy. It was hypothesized that initiation mediates the relationship between goal orientation and maintenance, and that the relationship between performance goal orientation and initiation is moderated by self-efficacy. Participants were recruited from undergraduate psychology courses and trained on multiple-choice test-taking strategies. Results failed to support the main effect, moderation, or mediation hypotheses, although they support the contention that transfer is a multi-dimensional construct. The findings indicate that goal orientation and initiation may both best be conceived as predictors of transfer maintenance and interact to affect transfer behavior. The findings illustrate the value of examining individual difference variables in the prediction of training transfer. / Master of Science

Thesis (Ph. D.)--West Virginia University, 2007. / Title from document title page. Document formatted into pages; contains xvi, 354 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 243-262).

Thesis (Ph.D.)--University of Alabama at Birmingham, 2009. / Title from PDF title page (viewed on Sept. 9, 2009). Includes bibliographical references (p. 99-119).

Allocating money and resources to improve employees' performance can be costly. The 2008 Industry Report of ASTD (formerly the American Society for Training and Development) showed that U.S. organizations spent $134.39 billion on employee learning and performance. Because learning and development are expensive, time consuming and often disruptive for workflow, training professionals need to show credible and sustainable methods for proving the value of their training programs. This research study examines the effects of employees' perceptions of transfer intentions, General Self-efficacy (GSE) and supervisor support to better identify the conditions for actual transfer. An increased understanding of the conditions of transfer provided a new perspective for a county government agency. Data were collected immediately after training and later in the work environment from 36 subjects who participated in a three-day Employee Leadership Institute (ELI) in December 2007. The study built upon and extended existing data collected in December 2006, March 2007, and September 2007. The data analysis approach consisted of Chi-square computation, Analysis of Variance (ANOVA), bivariate correlation and hierarchical regression analysis. SPSS was used to conduct the data analysis. The results suggest that General Self-efficacy (GSE) was the most important influence on transfer intentions up to six months after ELI. Then, transfer intentions was a better predictor than supervisor support and GSE to significantly influence the actual initiation of skills on the job obtained from ELI at six, nine months and one year. Once employees actually attempted to apply skills on the job, transfer intentions was a better predictor at six months for maintaining those skills over time (transfer maintenance); however, transfer initiation was a better predictor at nine months and one year. Due to a small sample size and self-reported data, the study results should be interpreted with some caution. / Ph. D.

Thesis (M.S.)--University of South Florida, 2007. / Title from PDF of title page. Document formatted into pages; contains 40 pages. Includes bibliographical references.