Lee A. Rosén's research while affiliated with Colorado State University and other places

... Barkley (1987) hypothesized that the discrepancy in the results of these studies is probably related to the different ages of the participants (i.e., parental praise is more likely to function as a powerful reinforcer for younger children than for older students) and to behavior problem severity (i.e., more severe behavior problems may require more concrete backup reinforcers). Rosen, Gabardi, Miller, and Miller (1990) showed that the combination of reinforcement plus response cost may be more effective than reinforcement alone in home-based reinforcement programs. More recently, McCain & Kelley (1994) compared the effectiveness of a school-home note with and without response cost on the disruptive and on-task behavior of three preadolescents. ...

... For the physical abuse scenarios, behaviors of tightly grabbing their partner's arm and slapping their partner in the face were used based on vignettes of physical abuse used in prior work (e.g., Hamby & Jackson, 2010). For the psychological abuse, behaviors of cursing, accusing their partner of flirting with someone else, and threatening to break up with their partner were used based on vignettes of psychological abuse used in prior work (e.g., Beyers et al., 2000). ...

... Participants with divorced parents had a significantly higher MAS score than those with married parents, probably because they were worried they might experience the same marital problems as their parents. Earlier research has also shown that people with divorced parents are more likely to have negative views about marriage (Ergin, Bekar & Aydemir Acar, 2019;Gabardi & Rosén, 1991;Long, 1987;Tasker, 1992;Yılmaz & Yalçın, 2021). These results indicate that parents' marital status affects their children's worries about and attitudes toward marriage. ...

... The association between attention deficit hyperactivity disorder (ADHD) and aggression has been well documented across both past (Kitchens et al., 1999) and recent (Murray et al., 2021) work, and is known to contribute to psychosocial impairment in those with the neurodevelopmental condition (Zucchetti et al., 2015). For example, antisocial behavior linked with ADHD may put young people more at risk of peer alienation, poorer academic achievements, and difficulties in their home life (Timimi, 2005). ...

... The model attempts to meet specific needs through teaching students appropriate social skills and reinforcing the use of those skills through a token economy. This model is typically used in residential treatment settings, but has been adapted for school settings (Bishop et al. 1996). In a school setting, students are taught appropriate classroom behaviors (i.e., following directions) and earn points for using the learned skills or lose points for engaging in inappropriate behaviors, and the appropriate skill is taught. ...

... However, although academic success can be considered the average score a student achieves in courses in an academic program, it is influenced dramatically by many "non-intellectual" factors (Jamil & Khalid, 2016, Özgüven, 1998. These factors include starting school earlier or later (Küçüker, 2016), form of self-perception (Greven, Harlaar, Kovas, Chamorro-Premuzic & Plomin, 2009), social withdrawal and sense of guilt (Jamil& Khalid, 2016), familial support for the child's personality and socio-cultural development, parents' voluntary participation in school events and positive communication with their children (Şad, 2012), family socio-economic characteristics (Yelgün & Karaman, 2015), and self-regard (Strassburger, Rosen, Miller, & Chavez, 1990;Keltikangas-Järvinen, 1992;Zuffianò, Alessandri, Gerbino, Kanacri, Di Giunta, Milioni & Caprara, 2013;Di Giunta, Alessandri, Gerbino, Kanacri, Zuffiano & Caprara, 2013;Alyami, Ullah, Alyami, Hill, & Henning, 2017). ...

... In early work, Wender (1995) noted the reduced ability to endure stress as a feature of ADHD. Recent research supports his observation, showing that individuals with ADHD have reductions in coping ability (Kaminski et al., 2006;Riley et al., 2006). We know of no study that has investigated whether resilience factors mediate the relationship between ADHD symptoms and perceived stress in college students. ...

... Although the true prevalence of ADHD among college students (i.e., typical adult-level education) is unclear, estimates range from 4% to 8% of students (Weyandt & Dupaul, 2008), consistent with the transition from pediatric to adult ADHD prevalence estimates (Kessler et al., 2006;Polanczyk et al., 2007;Willcutt, 2012). College students who self-reported greater ADHD symptomology were less organized, less methodical in their work, had fewer self-control behaviors, and procrastinated significantly more than low-symptom peers (Turnock et al., 1998). Like their peers with learning disabilities, college students with diagnosed ADHD scored significantly worse than controls on measures of motivation, information processing, and self-testing (Reaser et al., 2007). ...

... Test-retest reliability of the MAS was assessed using 206 participants (113 from introductory psychology students, 93 from a child psychology course; Bassett et al. 1999). Participants completed the MAS at Time 1, and again 6 weeks later. ...

... According to Braaten and Rosén (1998), "marital attitudes refers to a person's subjective opinion of the institution of heterosexual marriage" (p. 84). ...