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| CSS Sunday Poster Session |
| Sunday, May 25, 2025 |
| 1:00 PM–3:00 PM |
| Convention Center, Lower Level, Hall C |
| Chair: Will Fleming (McNeese State University) |
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| 73. The Impact of Headphone Use on Expressing Interpersonal Gratitude: Behavioral Observations in Campus Dining Facilities |
| Area: CSS; Domain: Basic Research |
| ELLIE TOWNSEND (Virginia Polytechnic Institute and State University), Alexandra Probst (Virginia Polytechnic Institute and State University), Emily Gundel (Virginia Polytechnic Institute and State University), Phillip Cates (Virginia Polytechnic Institute and State University) |
| Discussant: Will Fleming (McNeese State University) |
| Abstract: Interpersonal gratitude—an expression of thankfulness to another person—enhances the wellbeing of both those who give and receive a "thank you”. The use of headphones has significantly increased and may reduce interpersonal conversations and therefore expressions of gratitude. This naturalistic behavioral science study was designed to determine the potential impact of headphone use on interpersonal expressions of gratitude. At two university dining facilities, trained research students systematically observed and recorded whether customers thanked their cashier and noted their headphone usage: none, one, or two headphones/earbuds. Customers not wearing headphones (55% of 6,116 customers) were substantially more likely to express gratitude than customers who were wearing one headphone (8% of 6,116 customers) or two headphones (12% of 6,116 customers). These results suggest that headphone use influenced fewer expressions of interpersonal gratitude. Of those who expressed gratitude, 50% of 6,116 customers were at the first location, which is a “Student Center,” whereas only 26% of 6,116 customers were at the second location, positioned on the academic side of campus, when paying for their food. The low percentage of gratitude expression at the academic location was likely due to the hurried customers viewing the removal of their headphones to be an inconvenience. |
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| 74. Future Ready: Teaching Justice-Involved Adolescents Interview Skills |
| Area: CSS; Domain: Applied Research |
| EVEY MARIE KINKADE (Auburn University), Dan John Sheridan (Auburn University), Ashley Anderson (Auburn University), Shane Hil Phillips (Auburn University), Esteban Cabassa (Auburn University), John T. Rapp (Auburn University) |
| Discussant: Lisa Tereshko (Endicott College) |
| Abstract: Justice-involved youth may lack the foundational interview skills needed to secure meaningful employment. Employment may decrease recidivism, supporting the need for increasing interview skills prior to their transitions back into the community. Edgemon et al. (2020) used behavioral skills training to improve interview skills for seven justice-involved adolescents. The current study extended Edgemon et al. by evaluating the extent to which a group-based intervention improved interview skills for 47 justice-involved youth. Teaching interview skills in a group setting, rather than individually, may offer a more cost-effective and time-efficient approach to enhancing the acquisition of these skills. The intervention consisted of five modules: future goals, interest in the job, contributions and experience, problem-solving, and working with others. Results showed that adolescents’ responses to targeted interview questions significantly improved along with increases in their correct posture and smiling and decreases in their fidgeting from pre- to post-assessment. Implications and future directions for research are discussed. |
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| 75. Active Nudging Towards Digital Well-Being: Reducing Excessive Screen Time on Mobile Phones |
| Area: CSS; Domain: Applied Research |
| Marco Tagliabue (OsloMet - Oslo Metropolitan University), Thao Vu (OsloMet - Oslo Metropolitan University), GUNNAR REE (OsloMet - Oslo Metropolitan University) |
| Discussant: Will Fleming (McNeese State University) |
| Abstract: The excessive reliance and misuse of smartphone has been linked to adverse effects on physical well-being and psychological functioning, such as sleep disturbances and unhealthy lifestyle. As more and more digital users enter conscious awareness and desire to increase productivity and well-being, several digital detox interventions incorporating digital nudges have emerged to assist users to reduce their smartphone usage. However, the effectiveness of nudging approach still lacks sufficient empirical evidence. The aim of this study is to examine the effectiveness of digital nudges as behavioral intervention in mitigating excessive screen time on smartphone, while also exploring the potential relationship between screen time and sleep quality. A within-group experimental design utilizing a randomized control trial was conducted over a seven-day period to compare the effectiveness of a tracking-only condition with an active digital nudge condition. Opposed to findings from previous research, no significant evidence was found to support the impact of active digital nudges on screen time reduction, and no direct correlation between reducing screen time and improved sleep quality was observed. |
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| 76. Measuring What Matters: An Analysis of Social Validity in the Journal of Applied Behavior Analysis |
| Area: CSS; Domain: Service Delivery |
| GUANGYI LIN (University of Nebraska Medical Center Munroe-Meyer Institute), Regina A. Carroll (University of Nebraska Medical Center Munroe-Meyer Institute) |
| Discussant: Lisa Tereshko (Endicott College) |
| Abstract: Behavior analysts seek to create behavior changes that are socially meaningful by applying principles that deliver immediate benefits to individuals and stakeholders. One of the most common methods for evaluating the significance and meaningfulness of procedures or treatment outcomes is through social validity measures. However, in applied behavior analysis, particularly within single-case research, there has been criticism regarding the rigor of the methods used to assess social validity. This review summarizes recent literature on social validity measures in the Journal of Applied Behavior Analysis from 2017 to 2023. One hundred and forty-two articles met inclusionary criteria for further analysis. Studies were coded on many variables, including population, setting, types of study, setting of study, types of social validity, direct or indirect social validity used, empirically based social validity measures, timing of social validity, social validity dimensions, and stakeholders. Results thus far suggest that fewer than half of the studies reviewed have assessed social validity, and the majority of researchers (73% of studies) used indirect assessments that were not empirically based (80% of studies). Implications of these findings and areas for future research will be discussed. |
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 77. The Effects of Visual Aids and Visual Feedback on Paper Recycling in Two Kindergarten Classrooms |
| Area: CSS; Domain: Applied Research |
| MATTHEW A. DAVIDSON (University of Memphis), James Nicholson Meindl (The University of Memphis) |
| Discussant: Will Fleming (McNeese State University) |
| Abstract: According to the Environmental Protection Agency (EPA, 2023), paper and paperboard made up 23% of municipal solid waste generated and 67% of recycled materials in 2018. This makes paper one of the most recycled materials, far beyond that of plastic, which made up only 4% in 2018. Paper is a commonly discarded item in classrooms and a relatively easy item to teach discrimination in disposal, due to similar features of examples (printer paper, paper bags, paper cuttings) and non-examples (paper towel, plates, napkins, food wrappers). The purpose of this study was to determine the effects of visual aids and visual feedback on paper recycling behavior in two kindergarten classrooms. During baseline, a recycle bin for paper was placed in two classrooms. The first intervention added a visual aid to assist in discriminating recyclable paper materials from non-recyclable materials. The second intervention added a visual feedback chart showing the percentage of correctly and incorrectly recycled paper. Results showed that the visual aid reduced contamination rates, but visual feedback had little effect. Future research should focus on supporting teacher recycling behavior, as they may generate a disproportionate amount of classroom recyclable materials (e.g., graded assignments, unused teaching materials, etc.). |
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