Effectiveness of Three Contingency-Nonspecific Stimuli on Bathroom Graffiti Prevention in a College Setting

Abstract

An A-B-A design was adopted to test the effectiveness of different types of contingency-nonspecific stimuli in the prevention of bathroom graffiti in a college setting. The three stimuli examined in this study have been frequently used to prevent bathroom graffiti in South Korea and they were: (a) "Please do not write, draw, or mark on these walls;" (b) a mirror; and (c) "Courteous people keep public places clean." No graffiti was observed when the first and second stimuli were presented. In contrast, a notable increase in bathroom graffiti was observed when the third sign was presented. The results suggest that a contingency non-specific stimuli posting intervention can be effective in the prevention of bathroom graffiti only when appropriate stimuli are used. The practical implications, including cost-effectiveness, are discussed.

Assessing the Mental Health Impact of the COVID-19 Pandemic on US Fire-Based Emergency Medical Services Responders

“…In addition, the absolute value for each metric was assessed in comparison to the appropriate cutoff or “maintenance zone.” COVID-19 impact was quantified by determining the average number of individuals who endorsed each of the response options (number of individuals who reported the option) and subsequently individuals who reported being impacted by more than one option (identified by the selection of multiple options vs only selecting one option). The linear trend of each variable over the study period was examined using ordinary least squares (OLS) linear regression analysis with time (in months) as the independent variable and the mean of the focal construct (in each department and pooled across the departments) as the dependent variable 25 . The analysis was conducted using R 26…”

“…The linear trend of each variable over the study period was examined using ordinary least squares (OLS) linear regression analysis with time (in months) as the independent variable and the mean of the focal construct (in each department and pooled across the departments) as the dependent variable. 25 The analysis was conducted using R. 26…”