Effects of public posting on driving speed in Icelandic traffic

An Intervention Featuring Public Posting and Graphical Feedback to Enhance the Performance of Competitive Dancers

This study evaluated an intervention package that used public posting and feedback to enhance dance movements for adolescent dancers on a competition team. Four dancers each performing two or three dance movements (a turn, kick, and/or leap) had their scores posted on a bulletin board at their studio. Dance movements were scored as a percentage correct by using a 14- to 16-step task analysis checklist. Intervention was evaluated in a multiple baseline across behavior design. The students received graphical feedback on their performance from the previous weeks and saw the scoring sheet that reviewed the incorrect and correct aspects of their performance. This study found that this treatment package including public posting and feedback enhanced each of the dance movements for all participants.

The critical role of nurturing environments for promoting human well-being

The recent Institute of Medicine report on prevention (National Research Council & Institute of Medicine, 2009) noted the substantial interrelationship among mental, emotional, and behavioral disorders and pointed out that, to a great extent, these problems stem from a set of common conditions. However, despite the evidence, current research and practice continue to deal with the prevention of mental, emotional, and behavioral disorders as if they are unrelated and each stems from different conditions. This article proposes a framework that could accelerate progress in preventing these problems. Environments that foster successful development and prevent the development of psychological and behavioral problems are usefully characterized as nurturing environments. First, these environments minimize biologically and psychologically toxic events. Second, they teach, promote, and richly reinforce prosocial behavior, including self-regulatory behaviors and all of the skills needed to become productive adult members of society. Third, they monitor and limit opportunities for problem behavior. Fourth, they foster psychological flexibility-the ability to be mindful of one's thoughts and feelings and to act in the service of one's values even when one's thoughts and feelings discourage taking valued action. We review evidence to support this synthesis and describe the kind of public health movement that could increase the prevalence of nurturing environments and thereby contribute to the prevention of most mental, emotional, and behavioral disorders. This article is one of three in a special section (see also Muñoz Beardslee, & Leykin, 2012; Yoshikawa, Aber, & Beardslee, 2012) representing an elaboration on a theme for prevention science developed by the 2009 report of the National Research Council and Institute of Medicine.

A program for at-risk high school students informed by evolutionary science

Improving the academic performance of at-risk high school students has proven difficult, often calling for an extended day, extended school year, and other expensive measures. Here we report the results of a program for at-risk 9th and 10th graders in Binghamton, New York, called the Regents Academy that takes place during the normal school day and year. The design of the program is informed by the evolutionary dynamics of cooperation and learning, in general and for our species as a unique product of biocultural evolution. Not only did the Regents Academy students outperform their comparison group in a randomized control design, but they performed on a par with the average high school student in Binghamton on state-mandated exams. All students can benefit from the social environment provided for at-risk students at the Regents Academy, which is within the reach of most public school districts.

Preventing Unintentional Injury: A Review of Behavior Change Theories for Primary Care

Many injuries are preventable, and most have a behavioral component on their causal pathway. However, far more effective use of theory-based approaches to behavioral risk management is needed, which remains a challenge for practitioners. This review discusses theories and applications of behavioral change principles for use in primary care and community health settings. Injury-related behaviors cannot be separated from the environments in which they take place. Preventing unintentional injuries requires an understanding of patient knowledge, attitudes, and behaviors, as well as community norms, that lead to injuries. In addition to the role clinicians have in counseling for lifestyle change to prevent injuries, reducing exposure of patients to hazardous products and environments, and fostering social and organizational change to improve public policy, legislation, and enforcement to prevent injuries are equally important. Challenges lie ahead in testing the applicability of these theories in primary care settings and in predicting and understanding injury-related behaviors of patients. Training more medical practitioners in the epidemiology of injury and the science of injury control is an urgent priority. Success will partly depend on how behavioral theories can be integrated into practice and adapted through clinical experience to benefit patients.

Evidence-based kernels: fundamental units of behavioral influence

This paper describes evidence-based kernels, fundamental units of behavioral influence that appear to underlie effective prevention and treatment for children, adults, and families. A kernel is a behavior-influence procedure shown through experimental analysis to affect a specific behavior and that is indivisible in the sense that removing any of its components would render it inert. Existing evidence shows that a variety of kernels can influence behavior in context, and some evidence suggests that frequent use or sufficient use of some kernels may produce longer lasting behavioral shifts. The analysis of kernels could contribute to an empirically based theory of behavioral influence, augment existing prevention or treatment efforts, facilitate the dissemination of effective prevention and treatment practices, clarify the active ingredients in existing interventions, and contribute to efficiently developing interventions that are more effective. Kernels involve one or more of the following mechanisms of behavior influence: reinforcement, altering antecedents, changing verbal relational responding, or changing physiological states directly. The paper describes 52 of these kernels, and details practical, theoretical, and research implications, including calling for a national database of kernels that influence human behavior.

Reductions in driver speed using posted feedback of speeding information: social comparison or implied surveillance?

Reducing driver speed has an essential role to play in traffic safety. This study measured the effect of a roadside sign, in a 50 km/h zone, that consecutively displayed one of three messages: The average speed at the site: this message was designed to induce "social comparison" whereby drivers may reduce their speed in order to comply with the behaviour of the majority. A warning that drivers' speeds were being measured: this was intended to imply surveillance whereby drivers may reduce speed in order to avoid possible enforcement action. A combination of both messages, to see if both together would have a greater effect than either alone. The speed of drivers travelling along a busy urban road (11,500 cars daily in each direction) was measured using inductive loop detectors. The proportion of drivers travelling 60 km/h or less increased with all three messages, suggesting that both social comparison and implied surveillance are mechanisms by which driver speed may be reduced. However, the speed reductions were not as great as in previous studies of feedback signs. This may be due to differences in the existing safety culture.

Effects of public posting, goal setting, and oral feedback on the skills of female soccer players

We evaluated the effects of public posting, goal setting, and oral feedback on the skills of 3 female high school soccer players during practice scrimmages. The dependent variables were the percentage of appropriate responses when the player (a) kept and maintained possession of the ball, (b) moved to an open position during a game restart (e.g., goal or corner kick), and (c) moved to an open position after passing the ball. We also assessed the extent to which changes in practice performances generalized to games. A social validity questionnaire was completed by both players and coaches to assess the acceptability of the intervention's goals, procedures, and outcomes. Results indicate that the intervention was effective in improving performances during practice scrimmages but produced limited generalization to game settings.

The effects of mobile roadside speedometers on traffic speeds

A study was conducted to evaluate mobile roadside speedometers as a means of controlling urban traffic speeds under varied schedules of deployment and speed limit law enforcement. Speeds of cars passing the roadside speedometer were measured using nondetectable radar. The data indicate that, generally, the speedometer's presence reduced average traffic speeds by about 10% alongside the speedometer and about 7% at short distances downstream. The proportion of drivers exceeding the speed limit by at least 10 mph fell dramatically from 15%-20% to only 2% at one site on days the speedometer was deployed, and the device was particularly effective when deployed in school zones. However, the effect of the speedometer was limited to the times when it was actually deployed. Associated police enforcement is a key factor, as the effect of the speedometer decayed over time but could be long lasting with a minimal amount of enforcement activity in the area of the speedometer.