Attempts to Increase Vehicle Safety-Belt Use Among Industry Workers

Abstract

A multiple intervention level hierarchy was evaluated with systematic implementation of successive interventions over a period of two years. Successive applications of written prompts, goal-setting, goal-setting plus feedback, and promise-card commitment interventions did not significantly impact the safety-belt use of 556 employees at a manufacturing plant in southwest Virginia. A modest increase in safety-belt use (from 59% to 68%) occurred only when a promise-card commitment strategy was combined with an incentive/reward strategy. These data support a multiple intervention level hierarchy which suggests that repeated attempts to change behavior with interventions at the same level of intrusiveness will not affect behavior uninfluenced by the first attempt at that level. A flow of behavior change model (Geller, 1999) is used to explain the impact of interventions on people at different stages of readiness for behavior change and to extend the multiple intervention level model. Suggestions are given for selecting the most appropriate behavior change strategy for large-scale applications.     

An Evaluation of Static versus Variable Antecedents on Employee Performance

ABSTRACT

Antecedent-only interventions are commonplace in the natural environment. For example, it is not uncommon for “do not enter” signs to mark areas where the public is not welcome. Two experiments were designed to evaluate whether changing posted signs daily was effective in increasing staff responding relative to a static sign condition. In Experiment one, signs were used to remind employees to sign children out to a playground. In Experiment two, signs were used to remind employees to clock students in and out of work. In both experiments, signs that changed daily and delivered the message in a humorous manner were more effective than signs that remained constant. These data suggest a method to increase the effectiveness of signs when used in a stable population.     

Increasing Following Headway in a Driving Simulator and Transfer to Real World Driving

ABSTRACT

The effects of a package intervention including prompts, goal setting, feedback, education, and behavioral self-monitoring to increase following headway (decrease tailgating) of three young drivers were evaluated in a simulated driving environment. Another objective of the present study was to determine if the effects of the package intervention would maintain in the simulator and transfer to real-world driving by assessing driving behavior recorded using a black box video camera in the participants’ vehicles. During intervention, drivers were prompted to increase following headway and were provided a specific target for following headway. The participants were asked to estimate following headway after each session and when the session ended were given feedback on actual following headway. The introduction of the treatment package in the simulator was associated with an increase in following headway for all participants. During the reversal phase maintenance occurred for all participants. The effects transferred to real-world driving for all participants. Teaching young drivers in a simulator to increase following headway may be one strategy to decrease the risk of crashes.     

E-Mailed Prompts and Feedback Messages to Reduce Energy Consumption: Testing Mechanisms for Behavior Change by Employees at a Green University

E-mail is a common mechanism for communication within organizations. Extending prior research on effects of informational messages on behavior change, the present study evaluated effects of e-mailed prompts and feedback on energy consumption at a green university. A nonconcurrent multiple baseline design was used to evaluate the effects of messages to occupants of 5 campus buildings over a period of 12 weeks. Energy consumption changes were tracked using the university’s energy dashboard. Results and implications for further research and organizational behavior change efforts are discussed.     

Examining the Effects of a Low-Cost Prompt to Reduce Retail Theft

The present study evaluated the extent to which a low-cost, antitheft intervention impacted theft and sales in a multiple baseline design across two grocery stores. Previous research has measured the impact on theft of items that have a sign indicating their high theft rate and stickers next to or on the items. In contrast, this study tracked four intervention groups: a group directly marked with a sign and ribbons, two indirectly targeted groups (sign-only and a group down the aisle from the sign-only), and a group with no intervention. Results indicated the largest decrease in theft for one of the indirectly targeted groups, from 45 total items stolen to 13, compared to a smaller decrease in theft (i.e., 64 to 40) for the directly targeted sign and ribbons products. Implications of these findings for applying behavior-based antitheft interventions in retail businesses are discussed and future research is proposed.     

Use of a Modified Chaining Procedure with Textual Prompts to Establish Intraverbal Storytelling

Echoic, tact, and textual transfer procedures have been proven successful in establishing simple intraverbals (Braam and Poling Applied Research in Mental Retardation, 4, 279–302, 1983; Luciano Applied Research in Mental Retardation, 102, 346–357, 1986; Watkins et al. The Analysis of Verbal Behavior, 7, 69–81, 1989). However, these strategies may be ineffective for some children due to the complexity of the targeted intraverbals. The current study investigated the use of a novel procedure which included a modified chaining procedure and textual prompts to establish intraverbal behavior in the form of telling short stories. Visual prompts and rule statements were used with some of the participants in order to produce the desired behavior change. Results indicated that the procedure was effective for teaching retelling of short stories in three children with autism.     

Asylum‐seeking minors in interpreter‐mediated interviews: what do they say and what happens to their responses?

This study explored how asylum‐seeking minors report information when formally interviewed. Twenty‐six Russian‐speaking minors (mean = 16.0 years of age) were individually interviewed by officials assisted by one of 18 interpreters. A qualitative analysis of the responses was used to develop categories that were then analysed quantitatively to elucidate characteristics of the questions asked by the officials, the minors' responses to them and the accuracy with which the minors' responses were rendered. The asylum‐seeking minors distinguished themselves as active participants. They appeared eager to disclose relevant information despite being asked many potentially contaminating questions. Most of the children's responses were accurately rendered, but mistranslations can affect the fact‐finding process substantially. Both the minors and the officials involved in the asylum‐seeking process need to recognize that both the questions asked and the responses given may be influenced by the third parties involved, i.e. the interpreters.     

Child Safety in Grocery Stores: The Impact of Verbal Prompts and Reinforcement on Safety Strap Use in Shopping Carts

Head and face injuries requiring a hospital visit are a consistent problem for young children shopping with their caregivers. Falls from shopping carts are the most common cause of such injuries. Using a reversal design with a 2-month follow-up, research assistants verbally prompted caregivers with small children seated in a shopping cart to put a safety strap on their child when entering a grocery store. Compliance resulted in the child receiving a gold star sticker. The sticker was used to identify participants for subsequent data collection when exiting the store. Verbal prompts and stickers increased safety belt use, and most children (95%) remained strapped in during their entire visit. A 2-month follow-up showed the effects to be short lived.