People often base their behaviors on social norms—what they think others do or approve of. This is likely true of fruit and vegetable (FV) intake as well. College students typically don’t get enough FV. We attempted to encourage FV eating by providing students with messages or demonstrations that eating FV is normal. First, we tried to encourage FV intake by providing students with messages regarding the average skin carotenoid concentration and where they fit within their peers (Chapter II). Carotenoids are compounds found in FV that cannot be made by the body, making them an estimate of FV intake. We found that students did not increase their self-reported FV intake or skin carotenoids as a result of these social norms messages, messages about the recommendation for FV or no message at all. We then added an approval/disapproval message (as ☺︎, :| or ☹︎ ) to the average carotenoid scores and where a student fit within their peers’ scores (Chapter V). This resulted in small increases in self-reported FV intake and skin carotenoids for those receiving the approval/disapproval message and those who only got information about the average score of their peers and where they fit within the average. To test whether self-report was influenced by messages regarding social norms, we sent out messages telling students they were lower than average—whether this was true or not, higher than average, providing the recommendation for FV, no message. Those told they were lower than their peers reported a half-cup increase in FV intake immediately after receiving the message. Finally, we attempted to influence student’s FV intake by having other students come into a weekly class, pose as students in the class and eat vegetables (Chapter III). We found that those exposed to these vegetable-eating students were no more likely to increase FV than those not exposed to it. Overall, we found very small or no effects from any of the included studies and that self-reported FV intake should be interpreted with caution. Interventions that include other factors, such as time, cost, availability or knowledge/skills, might increase FV more than social norms alone.

We are living in an era of growing technology. Therefore, technology is making its way into classrooms around the nation. A type of technology that is growing in popularity is video modeling. However, there is limited research in the area of effective use of video modeling used in classrooms, especially inclusive early childhood classrooms. Additionally, when the use of technology is investigated it is primarily researched with a certain population of students, specifically students with autism. This study examined the effectiveness of using video modeling to teach social maintenance skills to three preschool children with developmental delays within a preschool classroom. A multiple probe across participants design was used to determine the effects of video modeling on social maintenance skills. Results showed that the three student participants reached criterion on their social maintenance objectives. Results indicated all three children maintained and generalized the skill as well.

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Today’s metropolitan areas see changes in populations and land development occurring at faster rates than transportation planning can be updated. This dissertation explores the use of a new dataset from the location-based social networking spectrum to analyze origin-destination travel demand within Austin, TX. A detailed exploration of the proposed data source is conducted to determine its overall capabilities with respect to the Austin area demographics. A new methodology is proposed for the creation of origin-destination matrices using a peer-to-peer modeling structure. This methodology is compared against a previously examined and more traditional approach, the doubly-constrained gravity model, to understand the capabilities of both models with various friction functions. Each method is examined within the constructs of the study area’s existing origin-destination matrix by examining the coincidence ratios, mean errors, mean absolute errors, frequency ratios, swap ratios, trip length distributions, zonal trip generation and attraction heat maps, and zonal origin-destination flow patterns. Through multiple measures, this dissertation provides initial interpretations of the robust Foursquare data collected for the Austin area. Based upon the data analytics performed, the Foursquare data source is shown to be capable of providing immensely detailed spatial-temporal data that can be utilized as a supplementary data source to traditional transportation planning data collection methods or in conjunction with other data sources, such as social networking platforms. The examination of the proposed peer-to-peer methodology presented within this dissertation provides a first look at the potential of many-to-many modeling for transportation planning. The peer-to-peer model was found to be superior to the doubly-constrained gravity model with respect to intrazonal trips. Furthermore, the peer-to-peer model was found to better estimate productions, attractions, and zone to zone movements when a linear function was used for long trips, and was computationally more proficient for all models examined.

Video modeling was used to establish descriptive norms for proper oral citation performance in a general education public speaking class (N = 191). Three conditions—a control, a peer model video, and a nonpeer model video—were compared for influence on proper citation usage and completeness. Results indicated that students viewing any video performed more complete citations than students not viewing a video. Results were mixed when comparing the effects of the peer model video against the nonpeer model video. Findings suggest norms for proper oral citation behavior can be established through modeling videos.

The purpose of this study was to examine the effects of training peer models to implement the system of least prompts and model augmentative and alternative communication (AAC) on expressive language in children with developmental delays. Using a multiple probe across participants design, 4 students with developmental delays were trained to use a language output app on the iPad to communicate five common phrases. Results for 3 participants indicated a functional relation between the peer modeling and expressive language. One student did not complete the intervention due to excessive absences. In most cases, students increased verbal language. Two participants made progress with the intervention as it was planned. One student needed for the intervention to be adapted, then progressed. All three students were able to maintain these language skills. Future research should be carried out with students with different disabilities, older students, and further studies with preschool-aged students.

Video self-modeling has been found to be effective in increasing appropriate behaviors, increasing task fluency, and decreasing inappropriate behaviors. During video self-modeling, a student is filmed completing a task and then mistakes, prompts, and negative behaviors are edited from the video. When the edited video is viewed by the subject student, the student views a perfect model of him or herself successfully completing the given task. Video self-modeling has been used predominately with participants with autism spectrum disorder. This study is a replication of a previous study in which the effectiveness of video self-modeling and video peer modeling was compared (Sherer, Paredes, Kisacky, Ingersoll, & Schreiman, 2001). Sherer et al. evaluated these procedures with high functioning students with autism using a combined multiple baseline across participants and alternating treatment design. This study differs from Sherer et al.'s study in its use of participants who have multiple disabilities and low cognitive functioning. The results show that video self-modeling is effective for some participants while video peer modeling is effective for others. The individual student's preference for one form of video modeling over another form may indicate the method that is best for a particular participant. Implications for further research are included.

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