A feedback intervention to increase digital and paper checklist performance in technically advanced aircraft simulation

This study examined whether pilots operating a flight simulator completed digital or paper flight checklists more accurately after receiving postflight graphic and verbal feedback. The dependent variable was the number of checklist items completed correctly per flight. Following treatment, checklist completion with paper and digital checklists increased from 38% and 39%, respectively, to nearly 100% and remained close to 100% after feedback and praise for improvement were withdrawn. Performance was maintained at or near 100% during follow-up probes.     

Using Video Feedback to Improve Martial Arts Performance

This study used video feedback to enhance the martial arts performance of capoeira, an Afro‐Brazilian martial art that utilizes acrobatic movements (revesado, au de costa, and macaco). A multiple baseline across behaviors was used for five participants where baseline conditions consisted of standard coaching. The intervention consisted of video feedback, in which the participants were filmed attempting a movement and immediately viewed the video afterwards, while receiving positive and corrective feedback from the instructor. The target behaviors were scored on a 15‐item checklist, resulting in a percentage correct. A second video feedback condition similar to the first was also introduced to some participants, in which participants practiced the movements with live feedback before being filmed again. Results show that the video feedback conditions increased performance over baseline in most cases. Copyright © 2015 John Wiley & Sons, Ltd.     

Effects of student pairing and public review on physical activity during school recess

The purpose of this study was to evaluate the effects of student pairing and feedback during recess on children's step counts. During baseline, participants wore a sealed pedometer during recess. During intervention, we paired participants with higher step counts with participants with lower step counts. We encouraged teams to compete for the highest step count each day and provided feedback on their performance during each recess session. Results showed a large mean increase in step count from baseline to intervention. These results suggest that children's steps during recess can be increased with a simple and cost‐effective intervention.     

THE USE OF IMPOSED AND SELF-SELECTED TRAINING PACKAGES TO ESTABLISH CLASSROOM TEACHING SKILLS1

Although much is known about techniques for teaching elementary pupils in the classroom, no procedures have been consistently effective in training teachers to use these techniques. In the present study, six teacher trainees were observed individually and trained sequentially to use a variety of teaching skills: praise for academic responses, praise for appropriate classroom behavior, correction procedures for incorrect academic responses, and token fines. These skills were examined under four conditions: (1) baseline sessions were taught by the trainees before any instructions on the use of the teaching skills. (2) Instruction sessions were taught by the trainees after they were given instructions describing the use of several teaching skills. (3) During each Imposed-Package session, the trainees received modelling, verbal feedback, graphic feedback, and grade and quiz contingencies on their use of a particular teaching skill. (4) During each Self-Selected Package session, a grade contingency was in effect with the trainees choosing the components (modelling, verbal feedback, graphic feedback, quiz contingency) they wanted included in their training package for a particular skill. The effects of instructions were quite varied. Large increases on three of the four skills occurred with one trainee; almost no changes occurred with another trainee; and changes with the remaining four trainees fell within these extremes. The Imposed and Self-Selected Packages reliably increased the use of teaching skills, including those skills for which instructions had not been effective. The Self-Selected Package was considered to be as effective as the Imposed Package, since the time required for training a teaching skill varied from two to nine sessions with both packages. Under the Self-Selected Package, the trainees chose from modelling, verbal feedback, and graphic feedback, but none chose the quiz contingency. Questionnaire data collected after training showed that all six trainees preferred the Self-Selected Package to the Imposed Package. The effectiveness of the Self-Selected Package, together with the trainees' preference for it, suggests that it may be desirable for teacher training programs to specify the teaching skills, arrange a contingency for performance, and allow trainees to choose which additional components are to be used in each training session.     

PREVENTING BACK INJURIES IN HOSPITAL SETTINGS: THE EFFECTS OF VIDEO MODELING ON SAFE PATIENT LIFTING BY NURSES

This study evaluated video scoring and feedback about scoring as a safety intervention among 6 nursing staff. The dependent variable was safety behavior on one‐person transfers. Following baseline, 5 nursing staff participated in an information phase. A video scoring phase was then introduced for all 6. A feedback phase was added for 2 participants. All participants experienced treatment withdrawal. Information resulted in improvements for all 5 participants who received it. Further improvements were observed during video scoring for the 5 participants who improved following information. No improvements were observed for the participant who received only video scoring. Safety feedback further improved safety for the 2 participants who received it. However, participants' behavior returned to video scoring levels during withdrawal.     

The effects of a training package to teach note taking on the formation of equivalence classes

Effective note taking may enhance learning outcomes for students and serve as a directly observable form of mediation within a test context. Frampton et al. (2023) used stimulus fading to teach note taking in the form of a graphic organizer (GO) during matching-to-sample baseline relations training (MTS-BRT). Moderately high yields were observed with young adults despite the use of linear series training, abstract stimuli, and five-member classes. The present study taught the same note taking strategy using an intervention package including video illustration, voice-over instructions, and feedback to eight college students. Participants were taught to construct the GO during MTS-BRT with three three-member classes of familiar stimuli. Then the effects of MTS-BRT alone with three five-member classes of abstract stimuli was evaluated. Participants efficiently completed training with familiar stimuli and passed the posttest on the first attempt. With the abstract stimuli, participants engaged in GO construction during MTS-BRT and the six participants that demonstrated high levels of fidelity to the trained note taking strategy passed the posttest on the first attempt. These results replicate findings from Frampton et al. while using a more efficient intervention package. Benefits of teaching overt mediation responses are discussed as well as future directions for translation to applied contexts.     

IMPROVING INTERVENTION INTEGRITY OF DIRECT‐SERVICE PRACTITIONERS THROUGH PERFORMANCE FEEDBACK AND PROBLEM SOLVING CONSULTATION

The purpose of this study was to improve intervention integrity of behavior support plan implementation by teachers at a specialized school. During the first phase of a multiple baseline design, performance feedback was given to the teachers during (correction) and immediately following (praise) classroom observations. In a second phase, the teachers received problem solving consultation that addressed behavior support plan misapplication and respective procedural modifications. Only one of the three teachers demonstrated improved intervention integrity with performance feedback, whereas problem solving consultation produced uniform improvement. We discuss these findings and implications for intervention integrity assessment and research. Copyright © 2014 John Wiley & Sons, Ltd.     

Effects of flight workload on urinary catecholamine responses in experienced military pilots

This study investigated the flight responses induced by strenuous aerobatic demonstration flight and an air-to-air combat maneuvering flight in experienced pilots. Subjects were 54 military male pilots on a volunteer basis: 8 T-4 pilots (M= 35.8 yr., SD=4.9), 15 F-4 pilots (M=32.6 yr., SD=5.1), 13 F-15 pilots (M=33.8 yr., SD=1.0), and 18 F-2 pilots (M=33.7 yr., SD=3.9). Samples of urine were collected approximately 30 min. before and 20 min. after the flights. The postflight adrenaline in all pilots was significantly higher than at preflight, while a significant increase in noradrenaline at postflight was not observed. The post-/preflight ratio of adrenaline in all pilots was relatively similar and high. These findings might be regarded as a result of autonomic nervous system response to the flight workload of military pilots. Especially is increment in sympathetic activity considered to play an important part in psychological adaptation to flight.     

BEHAVIORAL COMMUNITY INTERVENTION TO REDUCE THE RISK OF SKIN CANCER

Peer leader modeling, posted feedback, posted goals, and a commitment raffle were used at two swimming pools to increase behaviors associated with skin cancer prevention. During the intervention condition, pool lifeguards modeled the protective behaviors by wearing sunglasses, t-shirts, and hats, using zinc oxide and sunscreen, and staying in the shade. Children and adolescents (1 to 16 years old) increased their use of two or more protective behaviors from a baseline mean of 6.5% to 26.9% during the intervention. Adults (older than 16 years) increased their protective behaviors from a baseline mean of 22% to 37.95% during the intervention. The lifeguards increased their use of all the protective behaviors from a baseline mean of 16.7% to 63.5% during intervention. Ways to improve and expand this intervention are discussed.     

Increasing following headway with prompts, goal setting, and feedback in a driving simulator

We evaluated the effects of prompting, goal setting, and feedback on following headway of young drivers in a simulated driving environment and assessed whether changes produced in following headway were associated with reductions in hard braking when drivers were and were not using cell phones. Participants were 4 university students. During baseline, drivers spent half of the time talking on cell phones while driving. At the start of the intervention, drivers were prompted to increase following headway while on the cell phones and were provided a specific target for following headway. Drivers were given feedback on increasing following headway when on cell phones at the end of each session. The intervention package was associated with an increase in following headway and a decrease in hard braking when participants were on and off the cell phones. Cell phone use did not affect any of the measures.     

EFFECTS OF A VIDEOTAPE FEEDBACK PACKAGE ON THE PEER INTERACTIONS OF CHILDREN WITH SERIOUS BEHAVIORAL AND EMOTIONAL CHALLENGES

Peer interactions are among the greatest challenges experienced by children who have severe emotional and behavioral problems. This study evaluated an intervention package designed to increase the ratio of these children's desirable to undesirable interactions. The package included three principal components: (a) observation of videotapes following regularly scheduled peer activity sessions; (b) self-evaluation of the children's peer interactions observed on the videotapes; and (c) delayed feedback and reinforcement for desirable peer interactions. Five students from two elementary schools participated. Multiple baseline designs and one reversal were used to evaluate the effects of the intervention package. The results showed that the intervention produced lower levels of undesirable peer interactions and higher ratios of desirable to undesirable interactions for all participants. The results are discussed in regard to their conceptual and applied implications and in terms of specific directions for future research.     

The effect of supervisory feedback,self‐recording,and graphic feedback on trainer behavior during one‐to‐one training

The effectiveness of supervisory feedback, self‐recording, and graphic feedback on trainer behavior during one‐to‐one training sessions was assessed with three trainers, and three students with mental retardation. Supervisory feedback consisted of a supervisor interrupting the course of the training if an error occurred, administering appraisal when accurate trainer behavior occurred, and prompting the trainer to avoid errors. Following this, self‐recording and graphic feedback were in effect. During the latter condition, the trainer was instructed to record her own behavior, to graph the data following each training session, and to set a goal to increase her performance. Data were collected in a quasi non‐concurrent multiple baseline design across dyads of trainers and students. The results showed a statistically significant increase of accurate trainer behavior during supervisory feedback, which was maintained during the condition of self‐recording and graphic feedback. Maintenance of trainer behavior was recorded during follow‐up. The trainers rated supervisory feedback as more acceptable than self‐recording and graphic feedback. Copyright © 2005 John Wiley & Sons, Ltd.     

The effects of classwide peer tutoring on correct cardiopulmonary resuscitation performance by physical education majors

Previous research conducted on the effectiveness of basic life support skills courses has reported that participants typically do not achieve correct performance of life support skills. We used a multiple baseline design across subjects to assess the effects of a classwide peer tutoring intervention on the correct cardiopulmonary resuscitation skills of ten physical education majors. The classwide peer tutoring intervention consisted of (a) a checklist, (b) a prompting procedure, and (c) immediate feedback on performance. Procedural fidelity measures were taken on the correct implementation of the basic life supports skill course and on the implementation of the classwide peer tutoring intervention. Results indicated that students achieved and maintained 100% correct performance during the classwide per tuition condition. These results challenge the current polices of the American Red Cross and the American Heart Association who have reduced course performance criteria because participants were not achieving an adequate standard of performance.     

ALTERING SHOPPERS' SUPERMARKET PURCHASES TO FIT NUTRITIONAL GUIDELINES: AN INTERACTIVE INFORMATION SYSTEM

This study reports the results of one effort to help supermarket shoppers alter food purchases to make purchases (and meals) that are lower in fat and higher in fiber. A prototype interactive information system using instructional video programs, feedback on purchases with specific goals for change, weekly programs, and the ability to track user interactions and intended purchases was evaluated. The major dependent measure was users' actual food purchases as derived from participants' highly detailed supermarket receipts. After a 5- to 7-week baseline phase, participants were randomly assigned to an experimental or control condition for the 7- to 8-week intervention phase. A follow-up phase began 5 to 8 weeks after participants completed the intervention and discontinued use of the system. The results indicated that experimental participants, when compared to control participants, decreased high fat purchases and increased high fiber purchases during intervention, with evidence for some maintenance of effect in follow-up. Plans for increasing the use and impact of the system are discussed.     

The effects of video feedback on running form

Correct running form is important for injury prevention; as such, correct form promotes continued engagement in running as a long-term form of exercise. Researchers have shown video feedback to be an effective strategy to improve athletic form for a variety of sports, but it has not been evaluated in any behavior analytic research as a method for improving running form. The purpose of this study is to evaluate the effectiveness of video feedback to improve running form for regular runners. During baseline, each participant was video recorded while running without any feedback (verbal or video). During intervention, the researcher recorded the participant, then showed them the video and provided feedback on correct or incorrect form, according to a 9-step task analysis. Results show that all three participants achieved 100% correct steps on the task analysis when video feedback was used to maintain their form during follow-up.     

The effects of a goal-setting package on the performance of speed skaters

Abstract

The purpose of the study was to assess the effectiveness of a goal-setting package on objective and subjective measures of speed skating performance. Participants were four female skaters ranging in age from 12–17 years. A single-subject design, the multiple baseline across individuals, was used to evaluate the intervention package. One participant remained at baseline for the duration of the study to control for training effects. The results provide support for utilizing a goal-setting package in an athletic setting. During practices, laps and drills completed increased, while off-task behaviors decreased. Racing times obtained in practice and competitions improved for all three experimental participants. A social validity assessment provided further support for the effectiveness of the intervention.     

Cognitive-Behavioral Versus Supportive Psychotherapy for Intermittent Explosive Disorder: A Randomized Controlled Trial

Few clinical trials have evaluated the efficacy of psychotherapy for Intermittent Explosive Disorder (IED). The present study tested the efficacy of a cognitive behavioral intervention (versus supportive psychotherapy) among adults with IED. In this randomized clinical trial, 44 participants with IED (22 men and 22 women) aged 20–55 years completed twelve 50-minute individual sessions of either a multi-component cognitive behavioral intervention for IED (n = 19) or a time equated supportive psychotherapy (n = 25). At baseline, posttreatment, and 3-month follow-up, all participants received the Overt Aggression Scale–Modified, which was conducted by an interviewer who was blind to the participant’s study condition. During these visits, participants also completed self-report measures of relational aggression (Self-Report of Relational Aggression and Social Behavior), anger (State-Trait Anger Expression Inventory-2), cognitive biases (e.g., Social Information Processing Questionnaire Attribution and Emotional Response Questionnaire), and associated symptoms (e.g., Beck Depression Inventory). Primary study outcomes were aggressive behavior and anger. Though participants in both treatments tended to improve over time, the cognitive behavioral intervention was superior to supportive psychotherapy in decreasing aggressive behavior and relational aggression. These findings support the efficacy of a multicomponent cognitive behavioral intervention in treating aggression in IED.     

THE EFFECTS OF BEHAVIORAL SKILLS TRAINING ON IMPLEMENTATION OF THE PICTURE EXCHANGE COMMUNICATION SYSTEM

The effectiveness of a behavioral skills training (BST) package to teach the implementation of the first three phases of the picture exchange communication system (PECS) was evaluated with 3 adults who had no history teaching any functional communication system. A multiple baseline design across participants was used to evaluate the effectiveness of the training package, which consisted of a video, written and verbal instructions, modeling, rehearsal, and feedback. Results showed significant improvements relative to baseline in a short amount of training time and that skills generalized to a learner with a severe developmental disability. Skills were maintained at 1 month follow‐up for 1 participant.