Given the tremendous impact of online reviews on consumer choice, responding to online word of mouth (WOM) has become an important channel for firms to engage the consumers. This thesis investigates how firms can proactively respond to online product reviews to engage customers and manage customer relationships. In Study One, based upon the data of hotel reviews on Tripadvisor.com, I propose that responding by firms differ in three aspects, namely frequency, speed, and the amount of information, and these metrics exert significant influence on subsequent consumes’ WOM engagement, hotel rankings, and votes of usefulness of the reviews. Moreover, in contrast to responding to positive reviews, responding to negative reviews greatly affects consumption decisions given the negativity bias among consumers. Thus, the subsequent two studies examine whether responding help to alleviate the detrimental impact of negative reviews. Drawing from the literature on crisis management, service failure recovery, Study Two posits that sellers’ responses to negative WOM can be categorized as defensive and accommodative. Further, whether accommodative or defensive responding is more effective depends upon the nature of NWOM, namely regular NWOM or product failure. Based on the results of a between-subject experiment, Study Two provides evidence for the asymmetric impact of accommodative versus defensive responding. When confronting regular NWOM, defensive response outperforms accommodative response or no response, whereas accommodative response is superior to defensive response or no response when coping with a service failure. Further, based on the attribution of negative reviews, a moderated mediation effect is found. To enhance the external validity and robustness of these findings, Study Three provides econometric evidence that the relative effectiveness of accommodative vs defensive response on subsequent consumers’ evaluation of their consumption experience. Upon analyzing the hotels’ responses on Tripadvisor.com, responding can be a double-edged sword in that it works only when seller takes the appropriate responding strategies. In particular, the higher proportion of accommodative responses (defensive responses) for product failure reviews (regular negative reviews), the higher the subsequent consumers’ satisfaction. However, responding can backfire when the proportion of defensive responses (accommodative responses) for product failure (regular negative reviews) is high. To recapitulate, this thesis identifies whether and how online responding influences consumer experiences on social media. These research findings can help firms formulate effective responding strategies to take advantage of social media’s unique ability to engage customers and improve consumer satisfaction and loyalty.

Equivalence based instruction (EBI) has been demonstrated as an effective method for teaching various skills to a wide range of clinical and non-clinical populations. Recent research suggests deictic framing, or perspective switching skills, can be taught to typically and atypically developing children using an EBI teaching paradigm, however the protocols for teaching deictic framing tend to be very long. This study evaluated the effectiveness of a brief EBI and errorless learning program to teach deictic framing to a young woman with learning disabilities. A secondary purpose of this study was to determine if training on one deictic framing program would improve responding on skills that involve other deictic frames. The participant completed a pre and post-test before and after mastering one of four tested EBI programs. Results indicate that EBI is effective in teaching deictic frames, as derived relations emerged following training. The participant’s performance on other skills did not improve. These results also lend support to multiple exemplar teaching. Limitations and future directions for research are discussed.

Personality disorders are not granted the same clinical attention accorded Axis I disorders despite their instrumental role in treatment and outcome. Even when standardized assessments are used, their clinical utility may be limited by an overly favorable self-presentation. The current study focused on defensiveness, the intentional denial of symptomatology, by examining individuals’ ability to minimize their presentation on personality disorder diagnostic measures. Using a within-subjects simulation design, dually diagnosed inpatients were assessed under both honest and defensive conditions. The study used self-report (Structured Clinical Interview for DSM-IV – Axis II – Personality Questionnaire, SCID-II-PQ) and interview-based (Structured Interview for DSM-IV Personality, SIDP-IV) diagnostic measures and a self-report measure of favorable self-presentation (Paulhus Deception Scales, PDS). The inpatients were quite capable of hiding maladaptive personality traits on diagnostic measures, with similarly large effect sizes on both the SCID-II-PQ and SIDP-IV. In addition to the PDS, two new detection strategies for identifying defensiveness showed promise.

A survey was created and mailed to 500 school psychologists randomly selected from the National Association of School Psychologists' membership lists. The final sample consisted of 228 school psychologists working at least half-time in a school setting. The survey's purpose was to gather information from school psychologists on their perspectives on crisis training and on crises experienced by public schools, as well as what schools have for crisis plans/teams, and what they do for crisis response. Nearly all of the participants (98.2%) reported that they had some type of crisis intervention training. The majority of respondents indicated that their schools had both crisis plans (95.1%) and teams (83.6%). Most of the participants reported that their schqols have experienced and responded to serious crises. Respondents indicated that lll psychological debriefing was being used by the majority of schools (67%). Many participants suggested that additional training and practice would improve schools' crisis responses.

No description available.

This study examined the use of a humanoid robot to engage two children with Autism Spectrum Disorder (ASD) on responding language behaviors including language, affect, imitation, and eye contact. The robot was integrated into each child's regular intervention in low-doses (10 min of a 50 min session). The goal was to increase responding language behaviors in the children with their conversational partners. The two children participated in pre and post assessment sessions as well as 16 intervention sessions. The data from these sessions were coded into two main categories including how the children interacted (Initiating Engagement, Responding to Engagement, and Non-Engagement) and who the children interacted with (Robot Only and Both). Both children improved in response to the intervention indicating a relation between improved behavior and intervention with the robot.

No description available.

No description available.

The concept of "creativity" has been studied under the perspective of variability in behavior analysis. Creativity and variable responding contributes to problem solving in novel situations, learning new responses in different environments, and promote interactions that would otherwise be prohibited by repetitive behaviors and routines. During childhood, play contributes to the emergence of creativity and variability. Children develop many skills that are important to their lives while engaging in play behaviors. Some of those skills include self-advocacy, communication, and problem solving. Researchers have investigated different methods to promote variable play skills in children with autism spectrum disorder (ASD). There is limited research on prompting as an isolated variable in increasing variability in play responses. The purpose of this study was to investigate the effects of prompting on variable play skills. Results indicated that verbal instructions and modeling were effective in increasing variable play responses. Both participants displayed a sustained increase in novel item engagement when exposed to prompting.

We evaluated the effects of an instructional package on the emergence of novel intraverbals in children diagnosed with autism. Participants were two boys with a diagnosis of autism who had tact and listener repertoires for common objects and events, some intraverbal responses, and showed an ability to learn new intraverbal responses through direct instruction prior to participating in the study. Tact training, listener training, sorting training, and mixed training (listener and tact training) were conducted with each participant, with a probe to test for emergent intraverbals following each training step. If some emergence was seen during a probe following a training step, probes were conducted with the remaining sets to test for emergence in those sets as well. Multiple-exemplar training was conducted following the training steps if all targets within a set did not meet the criterion for emergence during probes. Results showed that for one participant, all four training steps, in addition to multiple-exemplar training, were needed to see emergence in all targets during probes for two sets, with the last two sets requiring only tact training before all targets had emerged during probes. The second participant required only tact training during three sets, with listener training required for one target in one set before all targets in all sets emerged during probes.