An evaluation of increased response effort to dispose of items was conducted to improve recycling at a university. Signs prompting individuals to recycle and notifying them of the location of trash and recycling receptacles were posted in each phase. During the intervention, trashcans were removed from the classrooms, and one large trashcan was available in the hallway next to the recycling receptacles. Results showed that correct recycling increased, and trash left in classrooms increased initially during the second intervention phase before returning to baseline levels.
Some individuals with developmental disabilities engage in problem behavior to escape or avoid auditory stimuli. In this study, a 6-year-old boy with autism engaged in severe aggression in the presence of specific sounds. Following an assessment based on the procedures described by McCord, Iwata, Galensky, Ellingson, and Thomson (2001), we treated negatively reinforced behavior using noncontingent reinforcement and time-out from positive reinforcement in the absence of extinction. Treatment was effective in reducing aggression across multiple sounds.
Women are outperforming men on many academic achievement metrics in tertiary education. Contributing factors may include the hegemonic masculine expectations for boys and men to be successful, strong, and unemotional. The aim of this qualitative study was to therefore investigate how American emerging adult men may perpetuate expectations of stoicism and silence when discussing their academic struggles. Fifteen American male college students between the ages of 19 and 26 ( M = 21.40, SD = 2.10) who self-identified as struggling academically were interviewed about their struggles. A thematic analysis revealed that they engaged in three overarching forms of male silence when discussing their struggles: personal, private, and public. The conversational consequences of these forms of silence are explained that resulted in these students having difficulty identifying their own emotions, not wanting to tell others about their academic struggles, and assuming that others did not want to hear about it.
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