Thomas E. Boyce

An instrumented vehicle assessment of problem behavior and driving style: do younger males really take more risks?

An instrumented vehicle was used to obtain behavioral data from 61 drivers ranging in age from 18 to 82. Each driver completed a personality questionnaire and participated in a study described as an evaluation of cognitive mapping and way-finding abilities. An evaluation of relationships between age, personality and driving style revealed that driver age and type A personality characteristics were significant predictors of vehicle speed and following distance, P < 0.05. However, contrary to the earlier research, which relies heavily on a self-reported driving criterion, no significant gender differences were obtained. A factor analysis of several at-risk driving behaviors identified a cluster of correlated driving behaviors that appeared to share a common characteristic identified as aggressive/impatient driving. It is suggested that the correlated cluster of driving behavior provide objective support for the assumptions of response generalization and problem behavior theory. Results are discussed with regard to implications for safe driving interventions and a problem behavior syndrome.

Interteaching: A strategy for enhancing the user-friendliness of behavioral arrangements in the college classroom

Abstract“Interteaching” is an arrangement for college classroom instruction that departs from the standard lecture format and offers an answer to criticisms commonly directed at behavioral teaching techniques. This approach evolved from exploratory use of small-group arrangements and Ferster and Perrott’s (1968) “interview technique,” leading ultimately to a format that is organized around focused dyadic discussion. Specific suggestions are offered that might enable both seasoned and novice instructors to incorporate this or similar arrangements into their classrooms. This approach retains some key characteristics of Keller’s personalized system of instruction and precision teaching, but offers greater flexibility for strategies that are based on behavioral principles.

A Community-Wide Intervention to Improve Pedestrian Safety: Guidelines for Institutionalizing Large-Scale Behavior Change

An A-B-A reversal design with a long-term follow-up evaluated a community-wide commitment and incentive program to improve pedestrian safety. The campaign encouraged residents of a college community to sign promise cards to use crosswalks when crossing campus roads and to yield to pedestrians in crosswalks when driving. Crosswalk use increased during a 6-week intervention period to 68% (n = 1,718) from a baseline mean of 58% (n = 2,038). Driver-yielding behavior significantly increased throughout the study, from a baseline mean of 23% (n = 979) to a mean of 44% (n = 272) for 2 weeks after the removal of intervention materials and termination of publicity. Observations of crosswalk use and yielding behavior 1 year after the intervention revealed that crosswalk use returned to near baseline levels (61%, n = 1,954), but driver-yielding behavior (53%, n = 602) remained high, substantially above the baseline. Recommendations for institutionalizing pedestrian safety campaigns are offered.

Encouraging College Students to Support Pro-Environment Behavior: Effects of Direct Versus Indirect Rewards

Ways to increase the delivery of a special thank-you card following behavior that protected the environment or helped another person were addressed. In Study 1, direct rewards for the target behavior were compared with indirect rewards for making a promise to emit the target behavior. Rewards for promising to give out thank-you cards resulted in the most participation and led to the most cards used per participant. In Study 2, students in one class received coupons for a raffle if they signed a petition to hand out two or more thank-you cards (indirect rewards). In a second class, students got one opportunity to win prizes in a raffle for each card delivered (direct rewards). Significantly more cards were distributed in the Direct Reward condition. However, significantly more students handed out at least one card in the Indirect Reward condition. Implications for encouraging college students to support pro-environment and pro-social behaviors are discussed.

Response generalization in behavioral safety: fact or fiction?

Abstract This paper details concerns with the potential misuse of the term “response generalization” in the behavioral safety literature. Stokes and Baers (1977) technologies of generalization and the basic literature on response induction are used to make the claim. Ludwig and Gellers (2000) Journal of Organizational Behavior Management special issue describing their work with pizza delivery drivers is used as an example. The potential problems of non-technical use of language in a technological behavioral science are briefly discussed. Finally, Baer, Wolf, and Risleys (1968, 1987) criteria of applied behavior analysis are re-visited in this context in hopes of calling researchers of organizational behavior management to more closely align their work with the tradition of applied behavior analysis.

Exploring the Effects of Cultural Variables in the Implementation of Behavior-Based Safety in Two Organizations.

Abstract The present case study examines how culture can influence behavior-based safety in different organizational settings and how behavior-based safety can impact different organizational cultures. Behavior-based safety processes implemented in two culturally diverse work settings are described. Specifically, despite identical implementation plans, similarities and differences in the actual implementation of the two behavior-based safety processes are presented with an emphasis on the effects of employee-driven decisions. Data on both implementations and outcome measures are provided. The results are discussed with respect to the potential impact of specific cultural variables.

Expanding the Content in OBM

Abstract This paper is written in response to the paper by Geller (2002) contained in this volume. Geller proposes that OBM needs to establish its foundation by entertaining research methodologies, concepts, and content areas from other areas of psychology. However, less consistent with his position, in this commentary it is suggested that OBM must maintain its philosophical roots in behaviorism. To accomplish this, it is proposed that (a) concepts from outside the behavior analytic literature need to be explicitly interpreted as environment-behavior interactions, not person-behavior interactions and (b) to be viable our graduate training should focus more on this perspective.

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.

Accident, Motor Vehicle, Adulthood

This entry provides a current account of the status of driving safety, including a critical analysis of preventive strategies that have been attempted, as well as those that may be forthcoming to prevent injuries and deaths from motor vehicle crashes. Key terms are defined, the problem is identified, popular theories are discussed, and key research results reviewed. Preventive strategies are described and integrated into a comprehensive model for large-scale application.

Assessing Preference for Self-Charting of Academic Skills by Elementary School Students

This study evaluated children’s preference for self-charting of academic performances in a after school Precision Teaching program. Participants were trained to use Standard Celeration Charts and interpret their rates of responding during 1-min timings. Following 9 weeks of tutor-led sessions, students were left alone to conduct their own tutoring sessions with Standard Charts available. Later they completed a questionnaire to assess acceptability of charting. For all participants, there was a clear preference for running timings and charting skills on which a history of charting was provided during tutoring sessions. Furthermore, selfreported acceptability of charting was positively related to the number of timings charted when given a choice. Recommendations for future research are provided.