Association for Behavior Analysis International

Youth and young adults use technology such as the internet more than any other method through which to communicate. Since smartphones and social media (Facebook, Snap Chat, Twitter) is a mainstay of our social world, how we communicate has changed. However, concern exists among researchers regarding the effects of the Internet on skill development (Mishna, McLuckie, & Saini, 2009; Selfhout, Branje, Delsing, Bogt & Meeus, 2009). We used an ABAB design to study the effects of technology (e.g., smartphones, social media) on communication. Before conducting the study we developed a survey consisting of 11 questions. The purpose of the survey was to ask a group of college students to rate their attitudes involving the use of smartphones, tablets, and social media. Other items on the survey consisted of listing estimated time spent using social media and preference for communicating with others. For the survey, participants included 22 college aged students between the ages of 18-35. For the study, participants included 8 college aged students between the ages of 18-22. Participants were chosen because their RA (dorm residence advisor) complained how many college students don't interact when in the presence of others. Observations were conducted at a small university cafeteria during dinner. Two observers, seated on the same side of the cafeteria, observed the students social behaviors as they ate. Each observation period was 20 minutes in length or until students began to leave the table. During the baseline sessions students were observed and no comments about smartphones were given. During the experimental sessions the college student's RA ate with the students and said he wanted all phones put away during dinner. Results showed a lower rate of social communication between the students during both baseline sessions than during the RA prompt session.

British Columbias Association for Applied Behaviour Analysis (BC-ABA) undertook an initiative to increase student membership. BC-ABAs Student Representatives promptly established the Student Alliance (SA): a BC-ABA special interest group that is mandated to increase student membership and provide workshops and behaviour analytic education opportunities for their peers. First, student representatives presented talks at each behaviour analytic academic program in British Columbia (N=4) regarding membership with BC-ABA and the SA at the beginning of each academic year. Then, professors at each institution were asked to distribute candidacy forms for students to nominate and elect a representative from their school sit on the SA counsel. The SA counsel officially assembled in January 2015. The counsel met 10 times throughout the calendar year to coordinate student-led events. Three different free events were organized between January 2015 and March 2016. The average student membership count prior to establishing the SA was 71. The average student membership count after establishing the SA was 93. The results indicate that establishing a student special interest group that is mandated to increase student membership and stimulate students to host free workshops for their peers may be a reasonable tactic to increase student membership for associations affiliated with ABAI.

Recycling is one of the simplest yet most impactful methods for reducing the environmental impact of consumer products. However, there is little research on the most effective methods of increasing recycling behavior. The current study analyzed the effects of an interdependent group-oriented contingency targeting recycling behavior of students in general elementary school classrooms. Two classrooms participated in the study. Dependent variables included the percentages of a) all items properly disposed, b) the percentage of properly recycled items, and c) the percentage of properly disposed non-recyclables. Frequency data on student interactions were also collected. A multiple baseline across classrooms design was used. The results demonstrated that there was an immediate increase in performance when the interdependent group-oriented contingency was implemented, but the effect did not maintain for one classroom. Positive and neutral statements regarding recycling and potential prizes gradually increased throughout the three phases for one classroom. For the other classroom, social interactions decreased during the instructions phase and increased during the interdependent contingency condition. Overall, interdependent group-oriented contingencies may be an effective method for schools to modify student recycling behaviors and increase student collaboration. Possible implications and limitations are discussed and suggestions to extend the current study are made.

College students have difficulty defining a standard drink of alcohol, calling into question the reliability and validity of aggregated college student drinking self-report surveys. The current study compared 192 college students self-reported definitions of standard portions of beer, wine, and hard liquor to their behavior (free-pours). Aggregated data suggest participants were fairly accurate at defining a standard drink of beer (M=10.8 oz, SD=3.8 oz), but not wine (M=7.7 oz, SD=6.4 oz) or liquor (M=2.6 oz, SD=2.3 oz). Aggregated free-pour data suggest participants were fairly accurate at pouring a standard serving of beer (M=10.7 oz, SD=2.5 oz), wine (M=4.9 oz, SD=1.4 oz), and liquor (M=1.27 oz, SD=0.52 oz). Correlations between individual standard drink definitions and corresponding free-pours of beer, wine, and liquor were low (r=.193, p<01, r=.377, p<.001, and r=.134, p=.13, respectively). When each individuals pour was plotted against his or her definition, there was virtually no correspondence between their definition and their free-pour for all three alcohol types (Figure 1). Aggregate results mirror data from group studies, but single-subject analyses highlight the potential low reliability and validity of self-reported drinking, often the only data used to inform intervention, prevention, and policy decisions. Recommendations and suggestions for future research are discussed.

Many behavior analysts came to the fieldoften inspired by Skinner and others sincebecause they wanted to contribute to addressing the enormous challenges faced by human societies. Many find themselves frustrated by limited preparation and opportunities for applying our science to such challenges. Behavioral systems science (cultural analysis) now has reached a point where real potential exists for promoting progressive social change, in close partnership with related disciplines, in areas like climate change and sustainability, poverty and income inequality, human rights and violence, among others. A committee of the BFSR SIG and the SIG Board of Planners spent the past year conducting an analysis of practices across 26 sectors (e.g., behavior analysis education, behavior analytic organizations, several levels of government, business, NGOs, foundations and research institutes, religious and political community organizations). This poster will offer examples of the analyses that have been completed, and outline next steps toward advocating for a discipline-wide commitment to expanding preparation and opportunities for behavioral systems science contributions consistent with the mission of the SIG. Portions of the Matrix Project Analysis and Advocacy Report being prepared by BFSR will be available for review.

Eco-feedback is feedback on individual or group behavior that aims to mitigate environmental impacts. Behavior analysts began studying energy feedback in the 1970s. This early eco-feedback typically involved the provision of information about household electricity consumption to the member(s) of that household via private interfaces, e.g., bills, personal devices. Applications of eco-feedback have since expanded to the commercial sector, to other types of resources (e.g., water) and processes (e.g., generation and waste), and to public interfaces targeting the behavior of whole communities. Relatively scant behavioral theory has been advanced to explain the effects of these diverse eco-feedback applications and to guide successful eco-feedback designs. This poster will present a comprehensive, interdisciplinary account of the behavioral functions of eco-feedback and their relationship to various dimensions of eco-feedback design. Specifically, we delineate characteristics of the timing, data, and design of eco-feedback that have implications for its effectiveness as a consequence, discriminative stimulus, or motiving operation with respect to environmentally-relevant behavior.