Relevant bibliographies by topics / Positive behavior interventions

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Positive behavior interventions'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Positive behavior interventions"

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Green, Katherine B., Sandra H. Robbins, and Jessica L. Bucholz. "Positive Behavior Interventions and Supports." Young Exceptional Children 22, no. 1 (March 28, 2017): 6–21. http://dx.doi.org/10.1177/1096250617697239.

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Jolstead, Krystine A., Paul Caldarella, Blake Hansen, Byran B. Korth, Leslie Williams, and Debra Kamps. "Implementing Positive Behavior Support in Preschools." Journal of Positive Behavior Interventions 19, no. 1 (July 31, 2016): 48–60. http://dx.doi.org/10.1177/1098300716653226.

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Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS practices. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with younger age groups. CW-FIT Tier 1 is a group contingency utilizing social skills training, teacher praise, and positive reinforcement to improve student behavior. The present study examined the effects of CW-FIT Tier 1 implementation on student group on-task behavior and on teacher praise and reprimand rates in four preschool classrooms. A single-subject delayed multiple baseline design with embedded reversals was used to evaluate impact. Results indicated the intervention increased student group on-task behavior and teacher praise to reprimand ratios. Both teachers and children found CW-FIT Tier 1 to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.
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Shemanski, Katie, Francis J. DeMatteo, and Allison Fruehan. "Behavior jargon and teacher acceptability of positive behavior interventions." School Psychology International 39, no. 5 (August 16, 2018): 543–56. http://dx.doi.org/10.1177/0143034318794747.

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The current study examined elementary school teachers’ acceptability of a positive behavioral intervention based on the use of jargon and non jargon language during behavioral consultation. One-hundred and one kindergarten through grade six teachers responded to the Usage Rating Profile-Intervention Revised (URP-IR) after reviewing a vignette describing a positive behavioral intervention utilizing jargon or non-jargon language. No statistically significant difference existed between acceptability and usage of a positive behavioral intervention when described in either jargon or non-jargon terms.
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Yeung, Alexander Seeshing, Rhonda G. Craven, Mary Mooney, Danielle Tracey, Katrina Barker, Anne Power, Brenda Dobia, et al. "Positive Behavior Interventions: the Issue of Sustainability of Positive Effects." Educational Psychology Review 28, no. 1 (April 16, 2015): 145–70. http://dx.doi.org/10.1007/s10648-015-9305-7.

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Goh, Ailsa E., and Linda M. Bambara. "Individualized Positive Behavior Support in School Settings." Remedial and Special Education 33, no. 5 (September 24, 2010): 271–86. http://dx.doi.org/10.1177/0741932510383990.

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This meta-analysis examined school-based intervention research based on functional behavioral assessment (FBA) to determine the effectiveness of key individualized positive behavior support (IPBS) practices in school settings. In all, 83 studies representing 145 participants were included in the meta-analysis. Intervention, maintenance, and generalization effects were measured by computing the percentage of nonoverlapping data points (PND). Overall, FBA-based interventions were found to be equally effective across diverse student populations and educational settings, including inclusive classrooms. In terms of key IPBS practices, results indicated that team decision making during intervention planning led to significantly larger PNDs. Descriptive analysis revealed that there has been an increase in the use of IPBS practices in school-based FBA-based intervention research; however, some deficiencies were noted. Implications and recommendations for future research are discussed.
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Sanetti, Lisa M. Hagermoser, Lisa M. Dobey, and Katie L. Gritter. "Treatment Integrity of Interventions With Children in the Journal of Positive Behavior Interventions From 1999 to 2009." Journal of Positive Behavior Interventions 14, no. 1 (April 26, 2011): 29–46. http://dx.doi.org/10.1177/1098300711405853.

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For more than 10 years, the Journal of Positive Behavior Interventions has published, among other types of articles, behavioral intervention outcome studies related to positive behavior support. Operationally defining interventions is important to facilitating replication studies and adoption of intervention in applied settings. Furthermore, treatment integrity data are necessary to make valid claims that changes in outcomes resulted from intervention implementation and are thus essential to the internal validity of intervention outcome research. Reviews of treatment outcome research in related fields (e.g., applied behavior analysis) indicate that although many researchers operationally define interventions, a majority of researchers fail to report treatment integrity data. The purpose of this study was to review the treatment integrity data reported in all experimental intervention studies published in the Journal of Positive Behavior Interventions between 1999 and 2009. Results indicate that in recent years, a majority of published studies include a definition of the independent variable but do not provide quantitative treatment integrity data.
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Bruhn, Allison L., Ashley Rila, Duhita Mahatmya, Sara Estrapala, and Nicole Hendrix. "The Effects of Data-Based, Individualized Interventions for Behavior." Journal of Emotional and Behavioral Disorders 28, no. 1 (October 22, 2018): 3–16. http://dx.doi.org/10.1177/1063426618806279.

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Data-based individualization (DBI) is a systematic process used to guide teachers in making decisions related to students’ responsiveness to intervention. Whereas this process has been used extensively with academic interventions, far less is known about DBI used within the context of behavioral interventions. In this study, elementary general and special education teachers (a) implemented a technology-based, self-monitoring intervention with students exhibiting challenging behavior; and (b) used DBI to evaluate student progress and make intervention adaptations accordingly. Results of multilevel modeling indicated students improved their positive behavior significantly ( p < .001) from baseline to intervention. For most students, once they began intervention, positive behaviors either maintained or increased gradually when teachers made adaptations to the self-monitoring intervention. In addition to these results, an analysis of the effects of different intervention adaptations (e.g., raising or lowering goals, increasing or decreasing interval length) and visual analysis of individual students’ response are discussed.
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Luiselli, J. K. "Positive Reinforcement Interventions in the Classroom." Journal of Visual Impairment & Blindness 82, no. 1 (January 1988): 17–20. http://dx.doi.org/10.1177/0145482x8808200107.

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Positive reinforcement procedures represent a non-aversive treatment strategy for the management of behavior disorders of developmentally handicapped persons. However, very few studies describe the way reinforcement methods can be applied to the management problems of individuals with vision impairments. This article presents two studies in which positive reinforcement programs were utilized to treat the aggressive and noncompliant behavior of visually impaired, multiply handicapped students within special education classrooms. The reinforcement interventions were extremely effective with both groups of students and, in one case, produced substantial generalization to a non-treated problem behavior.
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Carpio de los Pinos, Carmen, Antonio Gobea Soto, José Luis Martín Conty, and Rosa Conty Serrano. "Summer Camp: Enhancing Empathy Through Positive Behavior and Social and Emotional Learning." Journal of Experiential Education 43, no. 4 (June 2, 2020): 398–415. http://dx.doi.org/10.1177/1053825920923382.

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Background: Summer camp is proposed as a context to enhance prosocial behavior. This context could be used to apply intervention programs, in addition to being a time of fun and conviviality. A camp-based intervention program to increase empathy was administered for adolescents at risk. Purpose: The aim of this study was to apply and evaluate a positive behavior and social and emotional learning (SEL) intervention on empathy. Methodology/Approach: This exploratory study was carried out with pre–post quantitative design, based on a single-group intervention, with 113 adolescents aged 12 to 17 years. Change in empathy was measured by means of a standardized test and participant observation. We used evidence-based interventions, drawing on the principles of positive behavioral interventions and supports (PBIS) and SEL approach. Findings/Conclusions: An intervention in positive behavior and SEL was useful in improving empathy in at-risk adolescents. The enhancement was noticeable in both cognitive and emotional empathy, more specifically in the constructs of perspective taking and empathic concern. Implications: Summer camps might be considered an appropriate setting for interventions with at-risk adolescents.
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Rahmayani, Melly, and Agung Waluyo. "Behavioral Intervention Innovation on Reducing Sexual Risk Behavior among HIV-Positive Men Sex Men: A Literature Review." International Journal of Nursing and Health Services (IJNHS) 3, no. 5 (October 20, 2020): 588–97. http://dx.doi.org/10.35654/ijnhs.v3i5.334.

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The high degree of HIV transmission in the MSM circles resulted from the risky sexual behaviors. The study aimed to describe the behavioral intervention innovation to reduce sexual risk behavior among HIV-Positive MSM. This literature study was conducted to identify behavioral intervention innovations among HIV-Positive MSM. Articles were retrieved from Wiley Online, ProQuest, and ScienceDirect databases. The keywords used were behavioral Intervention, sexual risk behavior, and HIV-Positif MSM. The articles were limited based on inclusion criteria: English language full-text articles have been published from 2010 to 2019. Research studies also included several study design types, including a quasi-experimental study, a randomized control trial (RCT), and mixed-method design. Based on the research results on the selected journal, it is known that there is a wide range of behavioral therapy Innovations as an intervention carried out to reduce the sexual risk behavior among HIV-Positive MSM. Several interventions enhance the knowledge about HIV among HIV-Positive MSM, including integrated community and clinic-based intervention, Internet application, small group intervention, social network intervention, the treatment advocacy program, and brief Internet-based group intervention. In addition, man to man Sexual Health Seminar, Positive Sexual health (PoSH), Men speaking out, and community-based peer education can significantly decrease the sexual risk behavior, increase HIV tests improve attention, and search for health facilities. Behavioral intervention is an intervention that is part of nursing intervention, particularly in the hard-to-reach HIV-Positive MSM, because it is a minority group. With innovations, interventions are made more attractive and more convenient so that they are expected to change behaviors, especially sexual risk behavior that can transmit HIV and sexually transmitted diseases. This behavioral innovation tends to be more effective and can be applied in all countries, including developing countries, to reach all areas like those in Indonesia with extensive regions
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Dissertations / Theses on the topic "Positive behavior interventions"

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Warren, Justin D. "Teachers' Perceptions of Positive Behavior Interventions and Supports." Thesis, McKendree University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=13424637.

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Teachers today are spending more time with problem behaviors and less time with instruction. Problem behaviors can affect students’ learning as well as teachers’ instructional time. In contrast to traditional disciplinary practices, this study explored teachers’ perspectives from all three educational levels regarding the efficacy of positive behavior interventions and supports. Many programs and approaches are available to improve student behavior in schools. Positive Behavioral Interventions and Supports (PBIS) is designed to help schools create and sustain effective behavioral supports for students. This study was focused on the perceptions of teachers after the implementation of a program of positive behavior support in districts within the state of Illinois. Forty-five school districts were randomly chosen from each region and educational level. The research that guided the study related to the perceptions of teachers on the efficacy of the Positive Behavior Interventions and Supports system. The research was inconclusive, as teachers reported that the behavior system was needed, but it did not change the behaviors of the students who displayed challenging behaviors. This study was significant as it added to the body of research of Positive Behavior Interventions and Supports.

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Thomas, Gequana. "Teacher Assessments of School-Wide Positive Behavioral Interventions and Supports." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5139.

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Discipline is of increasing concern to school stakeholders in districts around the world. It is especially concerning in a district of a southern U.S. state, where a zero tolerance policy calls for the removal of disruptive students from the classroom. Students, teachers, administrators, and other district officials may benefit from effective implementation of Positive Behavior Interventions and Supports (PBIS), a positive discipline program that includes educators using data for instructional and discipline decision making. In the local district, little is known about the teachers' opinions regarding the PBIS implementation. The purpose of this project study was to gain insight on the teachers' assessment of the implementation of PBIS at Middle School A (MSA) and Middle School B (MSB) to benefit the PBIS program at MSA. The research questions addressed teachers' assessments of the PBIS implementation. Based on the theory of operant conditioning, a quantitative cross-sectional survey design was used to collect data using the PBIS Self-Assessment Survey. Survey data were analyzed descriptively and inferentially using an 1-way ANOVA. Applying the appropriate subscales of the survey instrument, MSA teachers scored the Classroom Setting System as in place and each of the other three systems (i.e. School-wide, Non-Classroom, and Individual Student Systems) as partially in place. MSA teachers (n = 22) also scored their PBIS systems higher than the teachers did at MSB (n = 22). Through the application of the resulting policy recommendation that indicates positive changes for MSA's PBIS program, student academic achievement and behavior may improve. In addition, through policy implementation, stakeholders in other districts may improve the implementation fidelity of their PBIS program with the objective of positively influencing students.
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Hube, Carly R. "Restraint, Seclusion and Implementation of Positive Behavior Interventions and Supports." University of Dayton / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1624276112545605.

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Sagett, Beth Baker Paul J. "Relationships between the positive behavior interventions and supports approach and school climate." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128287.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker (chair), Mary O'Brian, Lucille Eckrich, Joseph Pacha. Includes bibliographical references (leaves 157-161) and abstract. Also available in print.
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Anderson-Saunders, Keisha A. "Elementary School Teachers' Perceptions on Positive Behavioral Interventions and Supports Implementation and Effectiveness." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2635.

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School personnel were concerned that the disruptive student behaviors at an urban, elementary school in the northeast United States had persisted despite positive behavioral interventions and supports (PBIS) implementation and professional development (PD) for more than 7 years. The purpose of this basic qualitative research study was to explore teacher perceptions regarding the PBIS related to student behavior and socialization issues. Skinner's reinforcement theory and Bronfenbrenner's bioecological systems theory served as the conceptual frameworks for this study. Specifically, this study explored the PBIS framework in reducing students' undesirable behaviors, how the framework prepared teachers to implement PBIS in their school, and how PBIS developed prosocial behaviors in students. The study included interview data from 20 purposefully selected teachers from prekindergarten through Grade 3, and Grade 5 teachers who were known to meet the selection criteria of being an urban elementary school teacher with 2 or more years of experience using the PBIS framework. Data were analyzed using Attride-Stirling's 6 steps of thematic coding. Findings indicated that PBIS is beneficial but selective; more training was needed after implementation; and parental support is necessary for the development of prosocial behaviors. Themes supporting the findings included that the PBIS framework being beneficial, that it was successful with some students but not all, and that it must be implemented properly. Thus, the resulting project provides intervention strategies to supplement the current PBIS framework. The implications for positive social change are dependent on educators to effectively use PBIS in improving students' social behavior in the school district.
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Pace, Lauren E. "Coaching Parents to Use Positive Behavior Support: Function-Based Interventions for Preschool Children with Challenging Behavior." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7663.

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Parents who have children with challenging behavior may feel stressed, overwhelmed and at a loss for solutions. Challenging behavior can cause problems with children’s relationships with others and their school success. There are many resources for schools and children with special needs; however, resources for parents for young children (ages 3 to 5) with challenging behavior are limited. This study examined the impact of a 6-week intervention to coach parents to use strategies that encouraged children to develop skills that helped them to express frustration and solve problems in positive ways. Parents were better able to understand what the children were communicating with their behaviors, and what supports they needed in order to get their needs met in an appropriate way. Challenging behavior decreased for the children who participated. They also were better able to communicate their needs and handle disappointment.
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Hale, Kimberly D., and James J. Fox. "Tier 2 Assessment & Interventions for Reading and Behavior Challenges: The ETSU Positive Behavior Support Initiative." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/7034.

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Roberts-Clawson, Meghann. "Teacher Perceptions of Using Positive Behavior Interventions and Supports as Behavioral Interventions in a Pre-K-5 Elementary School: A Phenomenological Study." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3331.

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Teachers’ Perceptions of Using Positive Behavior Interventions and Supports as Behavioral Interventions in a Pre-K-5 Elementary School: A Phenomenological Study by Meghann E. Roberts-Clawson This qualitative study addresses teacher perceptions of using positive behavior interventions and supports (PBIS) as positive behavioral interventions. This phenomenological study was conducted within a Pre-K-5 elementary school in northwestern North Carolina. In order to collect qualitative data, personal individualized interviews were conducted from a purposeful sample of teachers in the school who have experience implementing more intensive positive behavioral interventions. By analyzing data derived from the interviews and classroom and individualized documentation, the researcher was able to identify themes such as teachers’ perceptions in regards to using PBIS as a behavioral intervention. Themes elaborating on the ways that teachers implement PBIS in their classroom as well as the most consistently used elements of the PBIS framework also emerged from this study. Findings from this study will be useful in helping to implement the PBIS framework to fidelity as well as helping to sustain these practices. This information will be vital in training new teachers that join the staff as well as veteran teachers who are struggling with individual students’ behavior.
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Walter, Eric. "Teachers’ Experiences of School-Wide Positive Behavior Interventions and Supports: A Qualitative Study." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1587666061242924.

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Guest, Elise M. 1975. "The Impact of Positive Behavioral Interventions and Supports in Secondary School Settings." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11467.

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xiv, 183 p. : ill. (some col.)
Educators are responsible for helping students develop academic and behavior skills and for creating safe environments that promote these outcomes. Achieving these outcomes has become increasingly difficult due to disruptive, anti-social student behavior. Researchers identified Positive Behavioral Interventions and Supports (PBIS) as an evidence-based approach, integrating primary, secondary, and tertiary interventions that provide benefit for students, schools, and educational communities. However, an extensive PBIS literature and research review identified a limited application of PBIS in secondary school settings. The purpose of this dissertation was to broaden the scope of research by examining the impact of PBIS on school-wide discipline outcomes and student academic performance in a secondary school setting using case study methodology. The case study was conducted in a large, urban Pacific Northwest high school that expressed interest in improving the general school expectations and positive interactions between students and staff members. Study participants were members of a student cohort from grade 9 to grade 12. The case study provided a descriptive analysis of students’ social behavior outcomes (as measured by Office Discipline Referrals, Suspensions/ Expulsions, and Attendance Rate) and their academic performance (as measured by students’ Grade Point Averages and Course Credits). An ordered time-series display was applied to analyze behavior and achievement outcome trends. Results showed an increase in students’ Grade Point Average, Course Credits, and Attendance Rate and a decrease in students’ Office Discipline Referrals and Suspensions/ Expulsions. This study’s findings are discussed in the context of its impact on students’ social engagement and academic achievement. Evidence of students’ academic and behavior outcomes has the potential to assist in the development of material and approaches to guide, replicate, and extend current PBIS practices to secondary school settings.
Committee in charge: Dr. Gerald Tindal, Chairperson; Dr. Keith Hollenbeck, Member; Dr. Scott Baker, Member; Dr. K. Brigid Flannery, Member; Dr. Nathaniel Teich, Outside Member
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Books on the topic "Positive behavior interventions"

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Charlie, Coleman, and Weber Chris Ed D, eds. Pyramid of behavior interventions: Seven keys to a positive learning environment. Bloomington, IN: Solution Tree Press, 2011.

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1949-, Cheney Douglas, ed. The SAPR-PBIS manual: A team-based approach to implementing effective schoolwide positive behavior interventions and supports. Baltimore, Md: Paul H. Brookes Pub. Co., 2012.

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B, Gurman Harvey, and California Association of School Psychologists/Diagnostic Center, Southern California Positive Intervention Task Force., eds. Positive intervention for serious behavior problems: Best practices in implementing the Hughes Bill (A.B. 2586) and the positive behavioral intervention regulations. Sacramento: California Dept. of Education, 2001.

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Wright, Diana Browning. Positive intervention for serious behavior problems: Best practices in implementing the Hughes Bill (A.B. 2586) and the positive behavioral intervention regulations. Sacramento: California Dept. of Education, 1998.

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Akin-Little, Angeleque, Steven G. Little, Melissa A. Bray, and Thomas J. Kehle, eds. Behavioral interventions in schools: Evidence-based positive strategies. Washington: American Psychological Association, 2009. http://dx.doi.org/10.1037/11886-000.

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Meme, Hieneman, ed. Helping parents with challenging children: Positive family intervention : facilitator guide. Oxford: Oxford University Press, 2008.

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Little, Steven G., and Angeleque Akin-Little, eds. Behavioral interventions in schools: Evidence-based positive strategies (2nd ed.). Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000126-000.

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Fox, Peter. Positive goals: Interventions for people with learning disabilities whose behaviour challenges. Brighton: Pavilion, 2002.

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Holland, Angela. Positive intervention plan: An assessment approach for people with challenging behaviours. [Clevedo]: British Institute of Learning Disabilities, 1991.

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J, Wheeler John, ed. Inclusive early childhood education: Merging positive behavioral supports, activity-based intervention, and developmentally appropriate practices. Albany, NY: Delmar/Thomson Learning, 2000.

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Book chapters on the topic "Positive behavior interventions"

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George, Heather Peshak, Don Kincaid, and Jenna Pollard-Sage. "Primary-Tier Interventions and Supports." In Handbook of Positive Behavior Support, 375–94. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09632-2_16.

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Hawken, Leanne S., Sarah L. Adolphson, K. Sandra Macleod, and Joan Schumann. "Secondary-Tier Interventions and Supports." In Handbook of Positive Behavior Support, 395–420. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09632-2_17.

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Bowen, Julie M., William R. Jenson, and Elaine Clark. "School-wide Positive Behavioral Intervention and Support." In School-Based Interventions for Students with Behavior Problems, 207–26. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-1-4419-9102-7_8.

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DiGiuseppe, Raymond, Rachel Venezia, and Roseanne Gotterbarn. "What is cognitive behavior therapy?" In Behavioral interventions in schools: Evidence-based positive strategies (2nd ed.)., 325–50. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000126-018.

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Terjesen, Mark D., Tamara Del Vecchio, and Nora Gerardi. "Cognitive behavior therapy with children." In Behavioral interventions in schools: Evidence-based positive strategies (2nd ed.)., 351–73. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000126-019.

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Little, Steven G., and Angeleque Akin-Little. "Trauma-focused cognitive behavior therapy." In Behavioral interventions in schools: Evidence-based positive strategies (2nd ed.)., 393–402. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000126-021.

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Shriver, Mark D. "Applied behavior analysis in education: The role of the Board Certified Behavior Analyst." In Behavioral interventions in schools: Evidence-based positive strategies (2nd ed.)., 133–42. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000126-008.

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Lorah, Elizabeth R., Matt Tincani, and Ashley Parnell. "Verbal behavior intervention in autism spectrum disorders." In Behavioral interventions in schools: Evidence-based positive strategies (2nd ed.)., 263–84. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000126-015.

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Little, Steven G., and Angeleque Akin-Little. "Reductive procedures: Positive approaches to reducing the incidence of problem behavior." In Behavioral interventions in schools: Evidence-based positive strategies (2nd ed.)., 77–96. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000126-005.

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Irwin, Caitlin, and Judah B. Axe. "Overview of applied behavior analysis and early intervention for autism spectrum disorder." In Behavioral interventions in schools: Evidence-based positive strategies (2nd ed.)., 205–26. Washington: American Psychological Association, 2019. http://dx.doi.org/10.1037/0000126-012.

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Conference papers on the topic "Positive behavior interventions"

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Saadi, Jana I., and Maria C. Yang. "Motivating Sustainable Behavior Using Cognitive Interventions in Product Design." In ASME 2020 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/detc2020-22464.

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Abstract Designing products to encourage sustainable behavior during their use can have significant influence on their total environmental impact. Cognitive interventions can be used to inform users of the importance of sustainable behavior and make users aware of the resources they consume while evoking positive or negative emotions. The first part of this study investigated two methods of cognitive interventions, information (positively and negatively framed) and feedback, and their effectiveness in encouraging users to reduce their napkin consumption in cafés. The number of napkins per transaction illustrated a short-term behavior change for positive information, a longer-term behavior change for negative information, and no change for feedback. In the second phase of this study, a survey was conducted to understand environmental concerns around napkin consumption and emotions and perceived effectiveness of each intervention. Results from 295 valid survey responses showed that the positively framed informative design reminded users to use less napkins in order to save trees and was dominated by positive emotions such as feeling encouraged. The negative information message informed users to use fewer napkins due to the consequences on the environment and was related to negative emotions such as guilt and worry. The feedback intervention’s message was more informative, reminding users that napkins come from trees and the emotions evoked from the intervention closely resembled that of the control. These findings suggest that information and feedback interventions that evoke emotions can be used to promote sustainable behavior.
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Rotmann, Sea, and Beth Karlin. "Training commercial energy users in behavior change: A case study." In ACEEE Summer Study for Energy Efficiency in Buildings. ACEEE, 2020. http://dx.doi.org/10.47568/3cp104.

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Within the commercial sector, energy managers and building operators have a large impact over their organizations’ energy use. However, they mostly focus on technology solutions and retrofits, rather than human or corporate behaviors, and how to change them. This gap in targeted commercial sector research and behavioral interventions provides a great opportunity which is currently not being addressed. This paper presents a field research pilot where an empirical behavior change research process was applied and taught to commercial energy users in Ontario, Canada. This course served to fill an identified market gap and to improve commercial energy managers’ literacy in behavioral science theory and techniques. A needs assessment identified a clear gap in behavioral training for energy managers, and high interest in the course further proved out the market opportunity for professional training on how to design, implement and evaluate behavior change interventions. Evaluation results identified positive feedback in terms of course reaction, self-reported learning and behavioral outcomes, and tangible results when course participants returned to work to apply their learnings. Evaluation results suggest that such training fills a vital gap in the current Strategic Energy Management (SEM) landscape, and could unlock significant savings in the commercial energy sector.
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Hájková, Radka, Jitka Nábělková, Ondřej Glaser, Lucie Jeníčková, and Běla Harazimová. "EFFECTS OF POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORT - SUPPORT OF AN INCLUSIVE ENVIRONMENT FOR CHILDREN WITH ASD DIAGNOSIS IN THE CZECH REPUBLIC EDUCATIONAL SYSTEM." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1386.

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Srivastava, Jayesh, and L. H. Shu. "Considering Different Motivations in Design for Consumer-Behavior Change." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47625.

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Much existing work aims to understand how to change human behavior through product-design interventions. Given the diversity of individuals and their motivations, solutions that address different motives are surprisingly rare. We aim to develop and validate a framework that clearly identifies and targets different types of behavioral motives in users. We present a behavior model comprising egoistic, sociocultural and altruistic motives, and apply the model to sustainable behavior. We confirmed the explanatory power of the behavior model by categorizing user comments about an international environmental agreement from multiple news sources. We next developed concepts, each intended to target a single motive type, and elicited evaluations from online respondents who self-assessed their motivation type after evaluating the concepts. We present and discuss correlation results between motive types and preference for products that target these types for two iterations of the experiment. Deviations from our expected results are mainly due to unexpected perceptions, both positive and negative, of our concepts. Despite this, the main value of this work lies in the explicit consideration of a manageable number of different types of motives. A proposed design tool incorporates the three types of motives from the model with the different levels of persuasion others have proposed to change user behavior.
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Araujo, Matheus, Kent Lee, Quan Ni, and Jaideep Srivastava. "Visualizing Telemetry Metrics From Upper-Airway Stimulation to Enhance Sleep Therapy Management." In 2020 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/dmd2020-9035.

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Abstract Upper-Airway Stimulation (UAS) therapy is an innovative alternative to Continuous Positive Airway Pressure (CPAP) treatment for patients with obstructive sleep apnea (OSA) and CPAP intolerance. Patients who have implanted a UAS device are responsible for activating and managing the therapy at home before sleep. Consistent nightly use is required for a reduced OSA burden, measured by the apnea-hypopnea index. Thus, understanding patient behavior and possible challenges to nightly use are crucial to therapy success. In this work, we present two novel visualizations to monitor telemetry data recorded by the UAS sleep remote. They provide doctors and sleep clinicians with detailed information to easily classify therapy use and sleep patterns. We also present how to show daily metrics such as hours of average usage, therapy intensity, and duration of therapy pauses, to identify optimal therapy settings and measure the long-term effectiveness of interventions.
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Cortellazzo, Laura, Sara Bonesso, and Fabrizio Gerli. "Combining experimentation and reflection techniques in behavioral competency development programs: A learning approach based on journaling and peer coaching." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12946.

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Behiavioral competencies are key determinants of individual performance and literature has recently started to devote attention on those methodological approaches that can effectively promote their development. According to Dewey, individuals do not learn from experience, but they learn from reflecting on experience. In this paper, we draw on the Dewey’s idea and we investigate if reflective practices through journaling and peer coaching can improve the learning experience of individuals engaged in a competency development program. After introducing the prior research that emphasized the positive impact of these two reflective techniques, the paper illustrates how journaling and peer coaching has been introduced as a part of a competency development program. Preliminary insights from the empirical case show that self-directed learning requires a reflection process that helps individuals to better understand their current behavior, their progresses, and opportunities for change. Journaling was found especially useful to increase one’s self-awareness and self-confidence, whereas peer coaching allowed students create a social bond, share their experiences and receive a direct feedback from a peer. The paper also illustrates the limits of these reflective practices, discussing the interventions that can be implemented to maximize their learning benefits.
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Oosterhuis, Harrie, and Maarten de Rijke. "Unifying Online and Counterfactual Learning to Rank: A Novel Counterfactual Estimator that Effectively Utilizes Online Interventions (Extended Abstract)." In Thirtieth International Joint Conference on Artificial Intelligence {IJCAI-21}. California: International Joint Conferences on Artificial Intelligence Organization, 2021. http://dx.doi.org/10.24963/ijcai.2021/656.

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State-of-the-art Learning to Rank (LTR) methods for optimizing ranking systems based on user interactions are divided into online approaches – that learn by direct interaction – and counterfactual approaches – that learn from historical interactions. We propose a novel intervention-aware estimator to bridge this online/counterfactual division. The estimator corrects for the effect of position bias, trust bias, and item-selection bias by using corrections based on the behavior of the logging policy and on online interventions: changes to the logging policy made during the gathering of click data. Our experimental results show that, unlike existing counterfactual LTR methods, the intervention-aware estimator can greatly benefit from online interventions. To the best of our knowledge, this is the first method that is shown to be highly effective in both online and counterfactual scenarios.
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Birch, Jack, Rebecca Jones, Julia Mueller, Matthew McDonald, Rebecca Richards, Michael Kelly, Simon Griffin, and Amy Ahern. "A systematic review of inequalities in the uptake of, adherence to and effectiveness of behavioural weight management interventions." In Building Bridges in Medical Science 2021. Cambridge Medicine Journal, 2021. http://dx.doi.org/10.7244/cmj.2021.03.001.1.

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Background: It has been suggested that interventions focusing on individual behaviour change, such as behavioural weight management interventions, may exacerbate health inequalities. These intervention-generated inequalities may occur at different stages, including intervention uptake, adherence and effectiveness. We conducted a systematic review to synthesise evidence on how different measures of inequality moderate the uptake of, adherence to and effectiveness of behavioural weight management interventions in adults. Methods: We updated a previous systematic literature review from the US Preventive Services Taskforce to identify trials of behavioural weight management interventions in adults that could be conducted in or recruited from primary care. Medline, Cochrane database (CENTRAL) and PsycINFO were searched. Only randomised controlled trials and cluster-randomised controlled trials were included. Two investigators independently screened articles for eligibility and conducted risk of bias assessment. We curated publication families for eligible trials. The PROGRESS-Plus acronym (place of residence, race/ethnicity, occupation, gender, religion, education, socioeconomic status, social capital, plus other discriminating factors) was used to consider a comprehensive range of health inequalities. Data on trial uptake, intervention adherence, weight change, and PROGRESS-Plus related-data were extracted. Results: Data extraction in currently underway. A total of 108 studies are included in the review. Data will be synthesised narratively and through the use of Harvest Plots. A Harvest plot for each PROGRESS-Plus criterion will be presented, showing whether each trial found a negative, positive or no health inequality gradient. We will also identify potential sources of unpublished original research data on these factors which can be synthesised through a future individual participant data meta- analysis. Conclusions and implications: The review findings will contribute towards the consideration of intervention-generated inequalities by researchers, policy makers and healthcare and public health practitioners. Authors of trials included in the completed systematic review may be invited to collaborate on a future IPD meta-analysis. PROSPERO registration number: CRD42020173242
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Farella, Mariella, Marco Arrigo, Giuseppe Chiazzese, Crispino Tosto, Luciano Seta, and Davide Taibi. "Integrating xAPI in AR applications for Positive Behaviour Intervention and Support." In 2021 International Conference on Advanced Learning Technologies (ICALT). IEEE, 2021. http://dx.doi.org/10.1109/icalt52272.2021.00129.

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Giacomelli, Enzo, Jun-Xia Shi, and Fabio Manfrone. "Considerations on Design, Operation and Performance of Hypercompressors." In ASME 2010 Pressure Vessels and Piping Division/K-PVP Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/pvp2010-25040.

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The production of LDPE may require huge power, heavy-duty reciprocating compressors, provided with opposite cylinders and special frames to withstand the loads, deriving from the operating pressures. In many new projects larger capacities and higher performance requirements, renew the challenge of engineers to handle the mechanical, thermodynamic, chemical-physical, process and operational aspects. Safety, performance, operation and reliability are usual expectations needing a thorough evaluation of the service and the machine selection is based on positive results in similar applications. Valve, packing and cylinder performance is noticeably influenced by the design, operation and maintenance activities. The cylinders are compound pressure vessels, excluded by design codes, but their design and construction have to consider the extreme internal pressures and the nature of the process gas. The ability to withstand the high fatigue stresses and the need to avoid any leakage of gas around the compressor area implies solutions to minimize such occurrences including abnormal operations and emergencies. The design must foresee all possible failure modes of each component, to have safe and smooth operation. Innovative methods of simulation and modeling, like FEA, CFD, and others, are very important tools for the design of cylinder components. Valves are simulated by mathematical models optimizing performance and ensuring reliable operation, to reach a correct mechanical behavior with minimum energy consumption. The available technological improvements are taken as a base, resulting from the R&D of manufacturers and long experience of End Users. Also the pulsation and related vibration of the piping have to be investigated to keep the plant in operation without hazard. The operation is the stage where all the parameters have to be kept under control and incipient problems have to be identified to minimize shut down and arrange various maintenance works. Automation systems, together with new monitoring and diagnostic systems, allow very high safety levels, availability and optimized maintenance interventions.
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Reports on the topic "Positive behavior interventions"

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International Day of Families. ACAMH, May 2020. http://dx.doi.org/10.13056/acamh.11947.

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Research on the importance of attachment and positive relationships, families ability to be a mental health intervention and some timely tips for practitioners to help parents manage challenging behaviour with homeschooling and lockdown.
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