Effects of television modeling on residential energy conservation

A combination of social marketing, communications, social learning (particularly modeling), and behavior analysis may provide an effective framework for behavior change via films and television. We used this approach in developing special television programs about residential energy conservation. The programs were tailored and directed to preselected middle-class homeowners (N = 150), and delivered over a public access channel of a cable TV system. The results indicated that after one program exposure (about 20 minutes), viewers adopted simple strategies modeled in the programs which led to savings of approximately 10% on their home energy use for a substantial part of the cooling and heating season. Although the potential benefits to costs of large-scale media efforts seemed great, institutional barriers for such programs were identified. Less expensive, more local programs seem more viable.     

Effects of pedestrian prompts on motorist yielding at crosswalks

Pedestrian safety is a serious concern at busy intersections and pedestrian campuses across the nation. Although crosswalks and signs inform pedestrians where to cross, there is no standard protocol for pedestrians to signal drivers that they wish to use the crosswalks, except to stand in or at the crosswalk. We examined the effects of two pedestrian prompts, a raised hand and extended arm, on motorist yielding at uncontrolled crosswalks. The two prompts were effective at increasing yielding.     

Reducing elevator energy use: A comparison of posted feedback and reduced elevator convenience

The effects of two different procedures for reducing elevator energy use were assessed using a multiple-baseline design. In the first procedure, feedback about the amount of energy consumed by the elevators each week was posted on each elevator door. Later, signs advocating the use of stairs to save energy and improve health were posted next to the feedback signs. In the second procedure, the time required to travel between floors was increased by adding a delay to the elevator door closing mechanisms. Results indicated that neither feedback alone nor feedback plus educational signs reduced the amount of energy consumed by the elevators. However, use of the door delay reduced consumption by one-third in all elevators.A second experiment replicated the effect of the door delay on energy consumption and, in addition, demonstrated that the door delay also produced a reduction in the number of persons using the elevator. The second experiment also showed that, following an initial period during which a full delay was in effect, a gradual reduction of the delay interval resulted in continued energy conservation. Reduced convenience as a general strategy for energy conservation is discussed.     

A longitudinal study of informational interventions to save energy in an office building

Informational interventions were employed to promote two behaviors relevant for efficient heating of individual offices in a large office building. In two successive winter seasons, interventions were applied during 4-week periods. Short-term effects were assessed weekly, and long-term effects were assessed 1 year after each of the two intervention periods. Improvements were observed in each intervention period, with partial behavior maintenance 1 year later. The changes observed in the individual offices across conditions are suggestive of the program's capacity to correct relapses in earlier proenvironmental behavior.     

定制化信息对家庭节能行为决策过程影响的追踪研究

在移动互联网和大数据时代, 通过定制化信息推动家庭能源消费行为变革是一个亟待解决的前沿科学课题。本研究通过对固定样本组被试进行长期的行为观察、深度访谈、焦点小组、个案研究和单被试设计, 基于扎根理论技术考察定制化信息的即期和远期作用, 探索定制化信息影响节能行为决策过程的路径和机制。整合横断设计和纵向设计两者特点, 本研究拟采用聚合交叉设计对6个实验组被试进行18个月的追踪实验, 运用方差分析检验同一实验组被试不同时期的节能心理和行为决策差异, 比较不同实验组被试在特定时点截面的横向(静态)差异; 运用多层线性模型检验不同实验组节能行为及其决策过程变动趋势之间的(动态)差异, 分析特定维度定制化信息框架的边际效应。在此基础上, 设计并论证定制化信息的优化路径、实施策略和组合应用构想。本研究拟构建定制化信息对节能行为决策过程作用机制的理论模型(信息呈现−心理机制−节能行为决策模型), 为探究定制化信息影响节能行为决策过程的作用机制黑箱提供理论支持和实验证据。     

Evaluation of multiple‐alternative prompts during tact training

This study compared 2 methods of fading prompts while teaching tacts to 3 individuals who had been diagnosed with autism spectrum disorder (ASD). The 1st method involved use of an echoic prompt and prompt fading. The 2nd method involved providing multiple‐alternative answers and fading by increasing the difficulty of the discrimination. An adapted alternating‐treatments design showed that both procedures were more effective than a no‐intervention control condition. Providing multiple alternatives did not increase error rates or teaching time, and better maintenance was shown for tacts taught with the multiple‐alternative prompt.     

The effects of delayed physical prompts and reinforcement on infant sign language acquisition

Researchers and clinicians have recommended that sign language be taught to typically developing children during their first 2 years of life; however, existing research does not provide adequate information regarding appropriate methods of sign training. We used delayed physical prompting and reinforcement to teach manual signs to 3 children between the ages of 6 and 13 months. Data were collected on the occurrence of prompted and independent signs as well as crying. Sign training was successful in producing independent signing in all 3 children in under 4 hr of training per child.     

Assessing structure building in college classrooms at scale

Structure building refers to the way in which people construct meaning from incoming information by creating a foundation of mental nodes, mapping incoming information to the foundational structure, and shifting to a new structure when necessary. Structure building ability has been shown to moderate learning both in laboratory-based and classroom-based research (e.g., use of outlines for effective note-taking and course final grades, respectively). However, measurement of structure building can be resource intensive. The purpose of the present study was to evaluate a shortened, scalable measure of structure building (developed by a textbook publisher) in a real-world context. The results are consistent with the hypothesis that this tool, embedded in the online ancillary materials accompanying a textbook, can be used to measure a variable that is relevant to students' learning in introductory psychology courses.     

Effects of three-step prompting on compliance with caregiver requests

Three-step prompting is a procedure commonly used in behavioral assessments and interventions; however, little research has evaluated the effects of this procedure on increasing children's compliance with caregiver requests. In this study, caregivers of children who demonstrated low levels of compliance were trained to use three-step prompting when presenting task requests to their children. Results indicated that training caregivers to implement this procedure decreased the frequency of caregiver-delivered prompts and increased compliance by the children.     

Evaluation of an informational and behavior change program to increase students' self‐reported energy conservation

A systematic evaluation of a program, consisting of sustainability education, self‐management strategies, and feedback, to decrease college students' energy use was conducted. During treatment, the experimental group showed increased self‐reported energy savings relative to baseline levels and relative to the self‐reported energy use of the comparison group who were shown only an instructional video on conserving energy. Treatment gains were maintained at a 2‐week follow‐up. More participants in the experimental group rated their experience as resulting in learning something new about green issues and influencing their pro‐environmental behavior compared to the comparison group. This study suggests that further research is warranted, specifically using these strategies in real‐life situations.     

An experimental analysis of electricity conservation procedures

Daily electricity consumption of four families was recorded for 106 days. A reversal design, consisting of various experimental conditions interspersed between repeated baseline conditions, was used. During experimental conditions, daily prompts (written conservation slogans attached to front doors) and/or daily feedback (daily kilowatts consumed and daily cost information) were in effect. Maximum consumption occurred during the initial baseline; minimum consumption occurred during different experimental conditions for different families. The mean decrease from the maximum to the minimum for all families was 35%. Reversals in consumption were demonstrated in three families, although successive baselines tended to decrease. No clear differences in effectiveness between prompting and feedback conditions were apparent. The procedures used resulted in considerable dollar savings for the families.     

A behavioral analysis of incentive prompts for motivating seat belt use

The seat belt usage of drivers was observed at the entrance to two campus parking lots during morning arrival times. After 11 days of baseline, fliers which prompted seat belt wearing were handed to drivers of incoming vehicles. At one parking lot all fliers offered a chance to win a prize (noncontingent rewards); while at the second lot only those fliers given to seat belt wearers included a chance to win a prize (contingent rewards). After 24 consecutive observation days, these interventions were removed for 14 days of withdrawal. The recording of vehicle license plates enabled an analysis of belt usage per individual over repeated exposures to the experimental conditions. At the lot with the contingent reward intervention, mean belt usage was 26.3% during baseline, 45.7% during treatment, and 37.9% during withdrawal. At the noncontingent reward lot, the mean percentage of belt wearing was 22.2% during baseline, 24.1% during treatment, and 21.8% during withdrawal. The analysis of repeated exposures per individual verified that only contingent rewards influenced substantial increases in belt wearing, and showed that most of the influence occurred after the initial incentive prompt.     

Behavior analysis in college classrooms: A scoping review

We conducted a scoping review of interventions that have been implemented classroom-wide in college classroom settings. We searched nine behavior-analytic journals from 2000 through 2020. We identified 59 studies that met our inclusion criteria and organized them into 13 categories: acceptance and commitment therapy (n = 1), equivalence-based instruction (n = 1), SAFMEDS (n = 4), guided notes (n = 4), response cards (n = 5), group contingencies (n = 5), interteaching (n = 6), programmed instruction, PSI, computer-aided (CA)PSI (n = 7), contingency arrangements (n = 15), feedback (n = 4), online delivery techniques (n = 4), game study sessions (n = 2), and peer-generated examples (n = 1). The interventions have been used with undergraduate and graduate students across various course topics and modalities. Most interventions produced positive results, commonly assessed via quiz and exam scores. This review presents the scope of interventions, their characteristics, and recommendations for future research.     

The effects of videotape modeling and daily feedback on residential electricity conservation, home temperature and humidity, perceived comfort, and clothing worn: Winter and summer

Two studies were conducted in all-electric townhouses and apartments in the winter (N = 83) and summer (N = 54) to ascertain how energy conservation strategies focusing on thermostat change and set-backs and other low-cost/no-cost approaches would affect overall electricity use and electricity used for heating and cooling, the home thermal environment, the perceived comfort of participants, and clothing that was worn. The studies assessed the effectiveness of videotape modeling programs that demonstrated these conservation strategies when used alone or combined with daily feedback on electricity use. In the winter, the results indicated that videotape modeling and/or feedback were effective relative to baseline and to a control group in reducing overall electricity use by about 15% and electricity used for heating by about 25%. Hygrothermographs, which accurately and continuously recorded temperature and humidity in the homes, indicated that participants were able to live with no reported loss in comfort and no change in attire at a mean temperature of about 62 degrees F when home and about 59 degrees F when asleep. The results were highly discrepant with prior laboratory studies indicating comfort at 75 degrees F with the insulation value of the clothing worn by participants in this study. In the summer, a combination of strategies designed to keep a home cool with minimal or no air conditioning, in conjunction with videotape modeling and/or daily feedback, resulted in overall electricity reductions of about 15% with reductions on electricity for cooling of about 34%, but with feedback, and feedback and modeling more effective than modeling alone. Despite these electricity savings, hygrothermograph recordings indicated minimal temperature change in the homes, with no change in perceived comfort or clothing worn. The results are discussed in terms of discrepancies with laboratory studies, optimal combinations of video-media and personal contact to promote behavior change, and energy policies that may be mislabeled as sacrificial and underestimate the effectiveness of conservation strategies such as those investigated in these studies.     

Effects of self-monitoring and feedback on residential electricity consumption

Prior research has indicated that frequent feedback could reduce residential electricity consumption by 10% to 15%. However, because feedback was primarily given in written form, this procedure might not be practical. The present study evaluated a potentially more practical feedback procedure during peak-use periods with high electricity consuming households. The study was conducted during the winter in an upper-middle class neighborhood of almost identical, all-electric townhouses (N = 71) that averaged about 170 KWH per day per household for a monthly bill of over $200. Twelve households received daily written feedback. Sixteen households (self-monitoring) were taught to read their outdoor electricity meter and to record KWH used every day. A comparison group was composed of 14 households that had volunteered to participate and 29 others that had only given permission to have their meters read. During a 1-month period that the procedures were in effect, the feedback group reduced consumption by 13% and the self-monitoring group by about 7%. These reductions, relative to the comparison group, were maintained during an early spring 1-month follow-up period and, to a lesser extent, during a 6-week warm spring period. Self-monitoring participants were highly reliable and persistent meter readers. Reductions in electricity use were reported by households to be largely attributable to lowering of the heat thermostat, and large monetary and KWH savings were found. Techniques to make self-monitoring cost-effective important components of the self-monitoring procedure, methods to apply self-monitoring more broadly, and plans to combine behavioral procedures with physical technology are discussed.     

Comparing the effects of echoic prompts and echoic prompts plus modeled prompts on intraverbal behavior

We compared strategies to teach vocal intraverbal responses to an adolescent diagnosed with autism and Down syndrome. One strategy involved echoic prompts only. The second strategy involved an echoic prompt paired with a modeled prompt in the form of sign language. Presenting the modeled prompt with the echoic prompt resulted in faster acquisition of correct responding. Results are discussed in terms of using functional stimulus classes to facilitate vocal intraverbal acquisition with learners who have a history of sign language training.     

Gasoline conservation: a procedure for measuring and reducing the driving of college students

The study sought to motivate college students to reduce the number of miles they drove each day and thus save gasoline. Students in two psychology classes were divided by class into two groups. The experimental group was offered various combinations of prizes such as cash, a tour of a mental-health facility, car servicing, and a university parking sticker for reducing driving. The value of the prize received was scaled in terms of per cent reduction in driving. The contrast group received no inducements. The condition in which the experimental group's mileage reduction was reinforced was counterbalanced by two baseline conditions. Several special recording procedures were used to reduce and detect the possibility of subjects altering their odometers, the source of the driving data. Experimental subjects reduced their average daily mileage by 20% relative to the initial baseline; the contrast group did not change. During the one-month reinforcement condition, the 12 experimental subjects saved some 170 gallons (worth $102) of gasoline.     

A behavioral analysis of peaking in residential electrical-energy consumers

This study was concerned with "peaking", which is the tendency for electrical-energy users to consume at high rates for brief periods during the day. Peaking results in the inefficient use of generating facilities, which may lead to unfavorable effects on the environment, such as the construction of new energy producing facilities or the activation of older, less safe, generating units. A continuous data collection system to monitor consumption of electrical energy was installed in the homes of three volunteer families. Information, feedback, and incentives were evaluated for their effects on peak energy consumption. A combination of feedback plus incentives was most effective and reduced peaking about 50%. Removal of experimental treatments resulted in a return to pre-treatment patterns of consumption.     

Effects of motivating operations on problem and academic behavior in classrooms

The current study examined the effects of motivating operations on problem behavior and academic engagement for 2 students with autism. Classroom sessions were preceded by periods in which the participants had access or no access to the items functionally related to their problem behavior. Results suggested that presession access may result in lower levels of problem behavior and higher levels of academic engagement during classroom instruction.