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| CSS Saturday Poster Session |
| Saturday, May 27, 2023 |
| 1:00 PM–3:00 PM |
| Convention Center, Exhibit Hall F |
| Chair: Anna Kate Edgemon (Auburn University) |
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 76. Evaluating College Students Relational Framing of Gender and Intervening to Promote Greater Flexibility Surrounding Gender Diversity |
| Area: CSS; Domain: Basic Research |
| LAUREN ROSE HUTCHISON (Missouri State University ), Elana Keissa Sickman (Missouri State University), Jordan Belisle (Missouri State University), Ashley Payne (Missouri State University ), Erin Travis (Missouri State University ) |
| Discussant: Dennis D. Embry (PAXIS Institute) |
| Abstract: Rigid relational responding patterns surrounding gender in adulthood can have profound effects on those that meet certain gendered stereotypes. In study one, we evaluated college students resistance to change in terms of gender stereotyping using multidimensional scaling (MDS). Results showed that participants’ responses increased or decreased across chosen adjectives depending on the gender pronoun that was used. The MDS results showed that individuals were relating the adjectives across two distinct gendered binaries, as well as by appetitive and negative functions. This research was extended in a second study where three college student participants were taught using relational training to respond to individuals using correct gender pronouns. A multiple probe design across participants was used with a pre and post-test MDS measure using train and test stimuli. Relations that were taught included textual gender expression (A; man, woman, non-binary, or uncertain) to correct pronouns (B; he/him, she/her, they/them), and pictures of different individuals with various gender expressions (C) to their correct gender identity (A). The derived relation C-B was tested for. Results showed that training increased scores to mastery for the C-A relation, and once this relation was taught, the C-B relation was derived. Results from the pre-test MDS procedure showed that participants were relating stimuli across a gradient of feminine-to-masculine presenting individuals. However following training, participants related stimuli based on each individual’s gender identity that was trained. Taken together, these studies have impact on how behavior science can be used to support gender diverse communities |
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| 77. Using Video Prompting With Embedded Safety Checks to Teach Prospective Parents and Caregivers Correct Installation of Child Passenger Safety Restraints |
| Area: CSS; Domain: Applied Research |
| NIRUBA RASURATNAM (Brock University), Kimberley L. M. Zonneveld (Brock University) |
| Discussant: Anna Kate Edgemon (Auburn University) |
| Abstract: In North America, motor vehicle collisions are the leading cause of unintended injury-related deaths among children under the age of 14. The primary cause of these deaths is the improper use of child passenger safety restraints (CPSR). Correctly installed CPSRs can decrease the risk of death by 71-82%. To date, no study has (a) used video prompting as an individual intervention to teach correct CPSR installation or (b) examined the use of embedded safety checks within the task analysis of a CPSR installation. We used a concurrent multiple baseline across participants design to evaluate the effectiveness of a video prompting procedure with embedded safety checks to teach prospective parents and caregivers to correctly install CPSRs; both installation of a car seat in a rear-facing position using the Universal Anchorage System and harnessing of an infant-sized doll. The results of this study provide empirical support for the use of video prompting with embedded safety checks with minimal researcher participation to increase correct CPSR installation. |
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| 79. The Effects of Vocal-Motor Response Pairing on Cardiopulmonary Resuscitation (CPR) Skill Acquisition and Retention |
| Area: CSS; Domain: Applied Research |
| NIKOLAOS TSOLAKIDIS (Melmark), Mary Jane Weiss (Endicott College) |
| Discussant: Anna Kate Edgemon (Auburn University) |
| Abstract: During emergency situations, beginning and accurately performing cardiopulmonary resuscitation (CPR) as soon as possible are pertinent to increasing a person’s chances for survival. Out-of-hospital cardiac arrests happen very infrequently and the maintenance of appropriate fluent responding is critical. The Red Cross and American Heart Association recertification requirements are every two years and thus the average person may only contact these skills during recertification. The Vocal-Motor Response Pairing procedure combines Behavioral Skills Training (BST) as outlined in Parsons, Rollyson, & Reid (2012) as well as other behavioral concepts from applied behavior analysis, social cognitive psychology, and the experimental analysis of behavior, such as behavioral fluency, speech-action coordination, and self-instruction. The experimenter observed the emergency actions steps (Check-Call-Care) through one cycle of CPR, and implemented a systematic error correction procedure. A Non-Concurrent Multiple Probe design across Participants was used, and intervention included the additional component of vocalizing the step immediately prior to or during the step’s action. Average steps and percent steps independent increased, and duration of one cycle of CPR and duration of Chest Compressions aligned more closely to the Red Cross curriculum. Immediate decreases in both duration of trials and trials to criterion were also found, which might result in a more time and resource efficient, effective, and socially significant and acceptable training technique. |
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