Positive Behavior Research Articles

Predictors of explicit and implicit anthropomorphism in house facades.

Anthropomorphism describes the tendency to endow objects with human characteristics, with some individuals being more inclined to do this than others. In an ambiguous environment, this phenomenon can offer guidance. This study investigates the relationship between self-reported attribution and evoked anthropomorphism when viewing house facades. Data was collected from three countries (Germany, Denmark, Canada; N = 305). Implicit house anthropomorphism was measured using the Global Vectors for Word Representation method. Explicit anthropomorphism was assessed using the Individual Differences in Anthropomorphism Questionnaire (IDAQ) and a specific House Anthropomorphism Score (EHAS). No significant relationship was found between implicit and explicit house anthropomorphism. Individual IDAQ scores were significantly associated with EHAS across all participants, regardless of country. Additionally, a high degree of agreement in explicit ratings between countries suggests that cultural differences are rather negligible. When objects are given human personality traits and people interact with them because emotions are triggered, it is important to understand which aspects elicit positive and reactive behaviors. In particular, houses, which have high psychological significance as objects of self-expression, might contribute to well-being, so research in this area can provide important knowledge for urban design and architecture.

The Associations Between Parenting and Bullying Among Children and Adolescents: A Systematic Review and Meta-Analysis.

Parenting styles are closely related to bullying behavior in children and adolescents. However, differences in study design and inconsistent results create uncertainty regarding the relationship between parenting and bullying. This study aimed to evaluate the associations between four parenting styles and bullying perpetration/victimization through a meta-analysis, identifying sources of study heterogeneity by examining moderating effects. This meta-analysis included 107 studies with 624 effect sizes and 162203 participants (49.28% female, Mage = 13.51, SDage = 2.56). Results indicated that positive parenting was negatively correlated with bullying perpetration and victimization, while negative/harsh parenting and uninvolved parenting were positively correlated with bullying perpetration and victimization. A positive correlation was also found between psychologically controlling parenting and bullying victimization (not perpetration). Significant moderating variables included the identity of the caregiver, country of origin, ethnic group, reporter of parenting, reporter of bullying, and measure of bullying. Specifically, the mother's psychological control was more related to bullying perpetration and victimization than the father's. Compared to other countries and ethnic groups, the relationships between psychologically controlling parenting or negative/harsh parenting and bullying were more positive in studies of Chinese and Asians. The relationship between negative/harsh parenting and bullying demonstrated a greater effect size in self-reported measures of parenting and bullying. Finally, a stronger correlation was found between negative/harsh parenting and bullying victimization when using the Olweus Bully/Victim Questionnaire to measure bullying. The current study deepens the understanding of the relationship between different parenting styles and bullying, emphasizing that adopting appropriate parenting, particularly positive parenting behaviors, helps mitigate bullying issues and achieve positive developmental outcomes for children and adolescents.

Children in sync: exploring how interpersonal synchrony experience induces cooperation between child peers.

Synchronous interpersonal movements induce positive prosocial behaviors in adults and children. The processes that underlie this are debated. Here, we investigate the extent to which visual cues available during synchrony experience-particularly shared facial expressions and mutual eye contact-are necessary. Pairs of same-sex 4-year-olds (N = 216 children; 50% girls; 81% white) from the US were randomly assigned to synchronized versus asynchronized swinging experience. Access to visual information was experimentally manipulated by using a transparent versus translucent barrier between the children. The translucent barrier acted as a visual filter preventing children from monitoring facial cues while still enabling them to see whether the partner was swinging in synchrony. After the swinging experience, all pairs of children were administered the same tests of cooperation. The children administered synchronous movement performed better on the cooperation tasks, and there was no significant difference as a function of barrier transparency. This suggests that the positive effects of synchrony do not require visual resolution of the partner's social-emotional facial cues. These findings advance our understanding about factors contributing to synchrony-induced cooperation between children.

Be kind, don't rewind: trait rumination may hinder the effects of self-compassion on health behavioral intentions after a body image threat.

Many individuals encounter situations that may elicit body-related concerns and impact how they think and feel about their weight, daily habits, and physical attractiveness. Research shows body image threats can predict poor health behaviors, but approaching those difficult moments with self-compassion-being kind, forgiving, and nonjudgmental-may reduce the impact of that threat and promote engagement in positive health behaviors. However, trait rumination, or tending to perseverate on negative events, may both dampen the benefits of a self-compassionate state and predict poor health behaviors. The present study examined whether a brief self-compassion writing exercise, after recalling a negative body-related event, predicted intent to perform health-promoting behaviors, and whether trait rumination attenuated this relationship. Participants (N = 217) completed a measure of trait rumination, underwent a body image threat, and were randomly assigned to cope with self-compassion or a distraction. Subsequently, participants completed a measure of health behavioral intentions. Analyses revealed participants in the self-compassion condition reported greater health-promoting behavioral intentions compared to control, with no significant main effect of trait rumination. However, a condition-by-rumination interaction emerged, suggesting the self-compassion condition was associated with higher health behavioral intentions, but only for participants with low trait rumination levels. These effects washed out when controlling for participants' self-rated health. The findings suggest that a self-compassion practice can help mitigate the adverse effects of a body image threat and facilitate health-promoting behavioral intentions, although its efficacy may depend on individual levels of trait rumination and perceived health.

Coparenting Representations and Interactions Among Parents of Preschoolers with an Autism Spectrum Disorder

SYNOPSIS Objective. Coparenting (CP) representations as assessed using self-report or interviews are associated with coparental behavior among families with typically developing (TD) children. The current study examined whether the same would apply among families with children with an Autism Spectrum Disorder (ASD), or that there would be no such association due to the communication and behavioral difficulties related to children’s diagnosis. Design. The CP representations of parents of 80 preschooler boys with ASD were assessed using self-report, and CP behaviors were assessed in the Lausanne Trilogue Play (LTP) procedure and in a novel Coparental conversation task. Results. More positive CP representations as reported by mothers, but not fathers, were associated with more positive Coparental behaviors during the LTP and during the parental conversation task, even after controlling for children’s cognitive level and severity of symptoms and for parents’ Broad Autism Phenotype and years of education. Conclusions. Coparenting as studied in families of TD children is applicable in families with children with ASD.

An inquiry on the on-the-job training experiences of accounting interns

This study examines the experiences of accounting interns during their On-the-Job Training (OJT) program in accounting firms, banking institutions, and government agencies. The research participants, who graduated from the accountancy program in 2022-2023, have completed the OJT program and are currently employed. Using the cognitive apprenticeship theory, the researchers explored the experiences of interns in their PJT. During their OJT, the accounting interns experienced immersive training, practical application, and interactions with colleagues. The on-the-job training experiences of the Accounting Interns contribute to their overall professional development and personal growth through building professionalism, developing workplace skills, employing adaptive resilience, and cultivating reflective learning. The OJT experiences prepare the Accounting Interns for their current job because they have developed positive workplace behaviour and efficiency. The challenges encountered by the Accounting Interns during OJT are unrelated or unfamiliar tasks, problems with social skills, difficulty in task organization, and difficulty adjusting to work culture and protocols. Accounting Interns cope with the challenges during their OJT through self-initiated learning, seeking help from colleagues, building confidence, time management, and observing professionalism. Furthermore, the OJT program combined academic knowledge with practical skills to improve students' career readiness. The experience prepared them for professional challenges in their fields. The findings of this study contribute to the exploration of the accountancy students during their OJT. Moreover, other students can find ways on how to deal with encountered problems as they undergo the OJT program.

The Feasibility of AgileNudge+ Software to Facilitate Positive Behavioral Change: Mixed Methods Design

Background In today’s digital age, web-based apps have become integral to daily life, driving transformative shifts in human behavior. “AgileNudge+” (Indiana University Center for Health Innovation and Implementation Science) is a web-based solution to simplify the process of positive behavior change using nudging as an intervention. By integrating knowledge from behavioral economics with technology, AgileNudge+ organizes multiple steps, simplifies complex tasks, minimizes errors by enhancing user engagement, and provides resources for creating and testing nudge interventions. Objective This paper aimed to outline the design process, methodologies, and usefulness of “AgileNudge+” for the development of evidence-based nudges. It used a mixed methods approach to evaluate the software’s interface usability and usefulness for creating and testing nudge interventions. Methods AgileNudge+ was developed through iterative processes integrating principles from behavioral economics and user-centered design. The content of AgileNudge+ operationalizes an Agile science–based process to efficiently design, embed, and disseminate evidence-based nudges that encourage positive behavior change without limiting choice. Using a mixed methods approach, we tested AgileNudge+ software’s ability to organize and simplify the nudge intervention process, allowing a diverse range of scholars with limited knowledge of Agile science to use nudges. Usability testing assessed the tool’s usefulness and interface with a sample of 18 health care professionals, each asked to interact with the software and create a nudge intervention to solve a problem within their professional project’s sphere. Results The study was funded in August 2022, with data collection occurring from June 2023 to July 2024. As of July 2024, we have enrolled 18 participants. Quantitative results found a mean usefulness rating of AgileNudge+ of 3.83 (95% CI 3.00-4.66). Qualitative results highlighted ways to modify the language used in AgileNudge+ to be more comprehensible to a diverse user base and promoted modifications to the software that facilitate real-time assistance and prioritize time efficiency in user interactions. Feedback further supported the positive impact of gamification on participant motivation when using the software. Conclusions AgileNudge+ is an effective assistive tool for simplifying the positive behavior change process using nudge interventions, with tailored content and interactions to meet users’ needs and demands. Building onto the current design, future iterations of AgileNudge+ will use artificial intelligence to process large volumes of data while reducing the time and mental energy required to scan for existing cognitive biases and nudge prototypes. The software is also being upgraded to build on current gamification efforts, encouraging more sustained motivation by increasing the temporal resolution of the digital interface. These modifications stay true to the agility and user-centered aspects of AgileNudge+, emphasizing the novelty of the constantly evolving software design process.

Mother's Perspective and Trust Toward Integrated Services Post (Posyandu) in Indonesia

Background The Integrated Services Post (ISP), also known as Posyandu, is a program designed to enhance maternal and child health by providing integrated basic health services. For years, communities have relied on ISP as a primary source of health information, particularly for maternal and child health needs. This study seeks to assess mothers’ knowledge, perspectives, and family support related to ISP, focusing on maternal understanding, behavior, family support, and trust in ISP services as measured by the Health Collaborative Center Survey. Methods A cross-sectional study was conducted using an online survey (Google Form) from February to March 2023. A total of 2,155 mothers were randomly selected as respondents. Data were collected via a self-designed questionnaire adapted from multiple sources, measuring knowledge, behavior, and family support regarding ISP. Descriptive statistical analysis was applied to interpret mothers’ knowledge, behaviors, and levels of family support. Results The majority of respondents demonstrated good knowledge of ISP services. Over 98% of mothers correctly identified the appropriate time for weighing children, understood the definition of ISP, and recognized the benefits of weighing children at ISP. More than 70% of mothers correctly answered questions about ISP schedules, recommended child weighing age, and the use of the Health Card (HC). Mothers exhibited positive behavior and high trust toward ISP, with 88.5% strongly believing that ISP can contribute to improving maternal and child health. Family support was generally high, though 4% of respondents reported that their husbands or families opposed immunization, thus limiting their engagement with ISP services. Conclusion The majority of mothers in this study possess adequate knowledge, exhibit positive behavior, have high trust in ISP services, and receive substantial family support. Nevertheless, further education and community outreach are needed to improve understanding of severe malnutrition management, the importance of ISP services, and the benefits of immunization.

Occupational therapy in the Snoezelen® Room: Teachers’ and therapists’ knowledge and perceptions of the changes in children's behaviour and performance

Introduction: The Snoezelen® room, a multisensory environment (MSE), is often used in conjunction with sensory integrative techniques. Therefore, it may be of support in school-based occupational therapy intervention. Research has documented positive changes in children’s performance in the MSE. However, research to suggest that changes could be carried over to external environments is limited. This study aimed to investigate the knowledge and perception of teachers and therapists regarding changes in children's behaviour and performance after therapy in the Snoezelen® room. Methodology: A descriptive quantitative cross-sectional survey design by purposive sampling was used. Teachers and therapists working with children who received occupational therapy intervention in the Snoezelen® room participated. Results: Descriptive and inferential statistics were utilized to determine strong positive, significant correlations found between the total impact of the Snoezelen® room and the children’s level of arousal, as well as their behaviour and scholastic performance, as conveyed by 30 participants. After therapy in the Snoezelen® room, improvement in level of arousal was ranked as the biggest change, which appeared to improve for hours upon return to the classroom. Conclusion: Children’s arousal levels changed positively due to sensory input, which carried over to the external environment. Due to this, most teachers and therapists perceived that the Snoezelen® room positively changed behaviour and scholastic performance, through improved level of arousal. Implications for practice: The use of Snoezelen® rooms in schools, combined with sensory integration therapy (SIT), enhances children's self-regulation, which in turn positively impacts behaviour and academic performance. Strong, positive correlations were found between children's level of arousal and improvements in their behaviour and scholastic performance. Thus, Occupational therapy interventions in the Snoezelen® room significantly contribute to children’s ability to self-regulate, a key factor in achieving positive classroom behaviour and learning outcomes. Teachers and therapists perceive Snoezelen® rooms as beneficial, with 96.7% supporting their presence on school campuses to improve child behaviour through better self-regulation. Consistent with extensive research surrounding self-regulation of children, acquiring self-regulation skills in the early years lays the foundation for positive classroom behaviour and academic performance later.

Designing health messages for older adults

One motivator for improving older adults’ diet and exercise may be perceptions of hope; however, little is known about what factors influence hope in older adults and what linguistic features can subsequently be used in strategic messages to increase older adults’ feelings of hope. Using Persuasive Hope Theory (PHT), this study examined whether older adults’ self-reported self-efficacy and perceptions that improving their diet and exercise are important, possible, congruent with their goals (i.\,e., goal congruence), and will lead to a better future (i.\,e., future expectation) influence self-reported feelings of hope. A convenience sample of older adults (N\,=\,58) in Southcentral Alaska completed a questionnaire. A multiple regression analysis revealed that importance and future expectation significantly and positively predicted feeling hopeful about fruit and vegetable intake; possibility, goal congruence, and self-efficacy did not. The PHT variables for increasing exercise did not significantly predict feeling hopeful about increasing exercise. Participants’ reasons for feeling hopeful included excitement and motivation about a supportive environment; some participants reported not feeling hopeful due to perceived frailty or illness. These results are an important first step towards understanding what factors and subsequent hope-based language choices motivate older adults to engage in positive health behaviors via feelings of hope.

Development of an Interprofessional Education Project in Dentistry Based on the Positive Behavior Support Theory: Pilot Curriculum Development and Validation Study.

Effective interprofessional education (IPE) can facilitate teamwork between dentists and dental technicians, thereby enabling the efficient provision of high-quality dental care. This study aimed to design and assess an IPE module named Project 35, which was offered to dental and dental technology students early in their undergraduate training as a precursor to a more comprehensive IPE curriculum in dentistry and dental technology. Leveraging positive behavior support (PBS) theory, Project 35 was devised as an innovation and entrepreneurship educational training framework. It used project-based learning to cultivate teamwork skills and to promote the professional development of dental and dental technology students. The pilot study was designed to present the IPE module and preliminarily assess its validity. In survey 1, which was conducted immediately after the course, the dental and dental technology students' self-reported skill acquisition and attitudes were assessed and compared. Survey 2, conducted 1 year after the course, focused on the comparative benefits of Project 35 training for dental technology students versus an untrained group. A total of 66 students, including 36 dental students and 30 dental technology students who had undertaken the training, were recruited. Project 35 training improved teamwork skills for students in both disciplines comparably, and the students recognized the training as highly valuable and effective. The mean values for all items indicating skills improvement of students ranged from 4.13 (SD 0.797) to 4.63 (SD 0.495) for dental students and from 4.13 (SD 0.869) to 4.74 (SD 0.619) for dental technology students. Among the dental technology students, the trained group showed greater independent and innovative approaches and was more optimistic about the future of the profession than the nontrained group (P<.05). Despite the small sample size, the validity of the Project 35 training system was evident, and the success of our pilot study provides a sound basis for the future development of IPE in clinical dental and dental technology education programs.

Educational Strategies For Healthy Habits in Secondary School: Promoting Integral Health

Objectives: This article aims to integrate positive habits in secondary education, focusing on students' mental and physical health. It aims to promote self-care practices and emotional resilience. Theoretical Framework: It is based on theories of emotional education, active learning, and public health, highlighting the importance of training in healthy behaviors for students' physical, emotional, and social well-being. Method: A mixed method was used, using interactive activities, awareness-raising workshops, and digital technologies. Periodic evaluations were carried out to measure the impact of the interventions and encourage the active participation of teachers and students. Results and Discussion: Implementing the educational strategies improved physical activity intervention and reduced risk behaviors, such as substance use. Research Implications: The findings suggest that promoting positive behaviors in secondary education increases academic achievement and contributes to students' overall development. They highlight the need for educational policies that support these initiatives and encourage collaboration between school, family, and community. Originality/Value: It offers an innovative educational proposal that prioritizes students' personal growth and creates an environment conducive to learning. It fosters active collaboration between students and teachers and develops socio-emotional skills that strengthen the sense of community and belonging.

Navigating the Shadows: Exploring the Impact of Self-Centered Leadership on Teacher Emotional Exhaustion

ABSTRACT Researchers studying educational leadership theory tend to examine positive leadership behaviors and their outcomes far more frequently than their opposite. Such a lopsided approach, while admirable in its intent, has undermined efforts to identify and excise the continuation of poor leadership attributes currently extant. This study aims to address the latter issue by investigating how, and under what conditions, a school principal’s self-centered leadership style contributes to the proliferation of teacher emotional exhaustion amongst school faculty. Data collected from 855 teachers in 72 Kuwaiti public schools were analyzed via regression analysis and bootstrapping tests to evaluate a moderated mediation model of self-centered leadership effects on teacher emotional exhaustion; teacher diffident silence acted as the mediator, while teacher ambivalent identification served as the moderator. The results showed that diffident silence partially mediates the relationship between self-centered leadership and teacher emotional exhaustion. Additionally, ambivalent identification mitigates the positive relationship between self-centered leadership and diffident silence as well as the indirect effects of self-centered leadership on teacher emotional exhaustion via diffident silence. Our discussion highlights the benefits of understanding the roles of diffident silence and ambivalent identification in the relationship between self-centered leadership and teacher emotional exhaustion, and offers recommendations for improving school leadership practices.

Associations Between Sleep Health and Child Behavior at Age 6 Years in the INSIGHT Study.

Suboptimal sleep is associated with disruptive behaviors in childhood. We evaluate associations of mean and variability (SD) of sleep duration, quality, and timing with emotion regulation, impulsivity, and prosocial and antisocial behavior in children. Intervention Nurses Start Infants Growing on Healthy Trajectories, a randomized controlled trial designed for obesity prevention, compared a responsive parenting intervention delivered in the first 2.5 years after birth with a home safety control group. At age 6 years, children wore an actigraphy device for 7 days and participated in behavioral tasks evaluating behavioral control, emotion regulation, and prosocial and antisocial behaviors. Separate linear regression models examined associations between sleep and behavioral variables, adjusting for study group, child sex, and household income. Moderation analysis investigated whether the study group moderated relationships between sleep and positive age-appropriate behavior. Children (N = 143, age 6.7 ± 0.3 years) were predominantly non-Hispanic White (95%). Mean actigraphic sleep duration, quality, and timing were not associated with behavioral variables. By contrast, greater variability in sleep onset timing was associated with greater impulsivity (B = 0.85, p = 0.004) and poorer emotion regulation (B = -0.65, p = 0.01). Greater variability in sleep midpoint timing was associated with greater impulsivity (B = 0.80, p = 0.03). The study group moderated the effect of sleep onset variability on behavior; only the home safety control group exhibited a significant negative relationship between variability in sleep onset timing and emotion regulation (B = -1.28, p = 0.0002). Findings support the importance of consistency in sleep timing and how this may play a greater role in children's behavioral and emotional outcomes than mean actigraphic sleep duration and quality.

Self-serving Altruism: Cheating Behavior Camouflaged as "Support" in Breaching the Social Norms

The influence of surrounding conditions can change a person’s behavior, both positive and negative behavior. The negative behavior in question is a behavior that violates applicable social norms. As with the presence of other people who will benefit from fraudulent behavior that occurs. Therefore, the purpose of this study is to identify patterns of fraudulent behavior that tend to escalate under the assumption that others will also benefit. This study used an experimental design with two groups that obtained differences in treatment (individual group vs. partner group). The number of participants was 122 people with a sampling technique, namely random sampling. The results of this study showed that the group that was informed that only participants themselves would receive benefits from each question that could be answered correctly showed lower average results (M = 6.88), when compared to the group that was informed that the benefits obtained would also be felt by partners from participants (M = 11.44). So it can be concluded that if there is profit sharing with others, it increases a person’s tendency to engage in unethical behavior. Keywords: self-serving altruism, experiment, unethical behavior

Advocacy versus depart: How perceived organizational support influences employee well-being and shapes their intentions

Abstract This study investigates the influence of perceived organizational support (POS) on employees’ intentions to recommend their employer or leave the organization. Based on social exchange theory, it explores how POS affects employee well-being and shapes behaviors such as loyalty and advocacy. An online survey gathered data from 604 French employees across various sectors, analyzing variables like POS, positive and negative well-being, and intentions to leave or recommend the employer. Structural equation modeling was used to examine the relationships among these variables and to test the mediating role of well-being. Results show that POS positively influences employee well-being. High POS is associated with improved positive well-being, which decreases the intention to leave and increases the intention to recommend. Similarly, reduced negative well-being linked to high POS lowers the desire to leave and lessens negative effects on recommendation intentions. The study confirms the mediating role of well-being between POS and employee intentions. The study provides new insights into the impact of POS on employee intentions by highlighting the pathways of positive and negative well-being. For human resource practices, strengthening POS is essential to boost employee retention and encourage positive behaviors, thereby enhancing the organization’s reputation and attractiveness.

Exploring the Health Care Seeking Behavior of Rohingya Community during COVID-19 Pandemic

Introduction: COVID-19 was declared a 'pandemic,' and it was the most horrific diseases the world. Objective: The study aimed to explore the healthcare-seeking behavior of Rohingya people during the COVID-19. Materials and methods: It was conducted as a cross-sectional study involving a sample size of 200 participants. Respondents were chosen through convenience sampling methods. The study population was the Rohingya population residing in Cox’s Bazar. A well-designed and pretested set of structured questionnaires was used to collect the information. The total study duration was for 3 months. Informed consent was taken from the participants, and Ethical clearance was taken from the IRB of AIUB. Data were analyzed using IBM STATA 16. Place and period of study: The study was conducted at Cox’s Bazar Rohingya Camp in Bangladesh. Results Majority (40%) of the respondents was aged between 30 to 49 years and 51% of them were female. A significant majority, 88%, expressed a preference for treatment at a Refugee health camp, while 9% opted for a Pharmacy and 3% chose a Traditional healer. Overall, 88% of respondents demonstrated positive behavior, in contrast to 12% who exhibited negative behavior. The results of a multivariate logistic regression analysis indicated that factors such as low educational attainment, fear of visiting health facilities, and a lack of awareness regarding COVID-19 prevention were significantly associated with negative health-seeking behavior. Conclusion: The healthcare-seeking behavior exhibited by the Rohingya community in Bangladesh during the COVID-19 pandemic has been observed to be commendable.

Health Knowledge in Adolescent Childhood Cancer Survivors at High Risk for Therapy-Related Cardiotoxicity.

Childhood cancer survivors' (CCS) knowledge about late effects can promote positive health behaviors and autonomy. Cardiotoxicity is a major source of morbidity, which can be mitigated through exercise. Descriptive and Fisher's exact statistics were used to characterize health knowledge and physical activity in CCS ≥13 years at high risk for cardiotoxicity. Of 16 CCS (mean age 17.0 ± 2.1 years), 3 (18.8%) identified previous anthracycline exposure, and 5 (31.2%) had adequate physical activity. Of survivors <18 years, 82% had poor late effects knowledge (p = 0.005). Knowledge was not associated with physical activity (p = 0.60). Interventions are needed to improve late effects knowledge in adolescent CCS.

"Positive reinforcement helps breed positive behavior": Moderator Perspectives on Encouraging Desirable Behavior

The role of a moderator is often characterized as solely punitive, however, moderators have the power to not only execute reactive and punitive actions but also create norms and support the values they want to see within their communities. One way moderators can proactively foster healthy communities is through positive reinforcement, but we do not currently know whether moderators on Reddit enforce their norms by providing positive feedback to desired contributions. To fill this gap in our knowledge, we surveyed 115 Reddit moderators to build two taxonomies: one for the content and behavior that actual moderators want to encourage and another taxonomy of actions moderators take to encourage desirable contributions. We found that prosocial behavior, engaging with other users, and staying within the topic and norms of the subreddit are the most frequent behaviors that moderators want to encourage. We also found that moderators are taking actions to encourage desirable contributions, specifically through built-in Reddit mechanisms (e.g., upvoting), replying to the contribution, and explicitly approving the contribution in the moderation queue. Furthermore, moderators reported taking these actions specifically to reinforce desirable behavior to the original poster and other community members, even though many of the actions are anonymous, so the recipients are unaware that they are receiving feedback from moderators. Importantly, some moderators who do not currently provide feedback do not object to the practice. Instead, they are discouraged by the lack of explicit tools for positive reinforcement and the fact that their fellow moderators are not currently engaging in methods for encouragement. We consider the taxonomy of actions moderators take, the reasons moderators are deterred from providing encouragement, and suggestions from the moderators themselves to discuss implications for designing tools to provide positive feedback.

Examining Immediate and Sustained Effects of Check-In/Check-Out in Finnish Elementary Schools

Check-in/Check-out (CICO) behavioral support has been implemented in Finnish School-Wide Positive Behavior Interventions and Support (SWPBIS) schools to cater to students who require personalized behavior support beyond the universal level. Previous studies have demonstrated the effectiveness of CICO as a behavioral support method. However, further research is needed to investigate its effectiveness in a larger sample and to analyze the timeline for behavioral change. This study focused on 51 elementary school students, assessing their behavior at baseline and during the CICO intervention phase using two data collection methods: the Daily Report Card (DRC) and the School Situation Questionnaire (SSQ). Nonlinear growth modeling was employed to examine the effects of the intervention. The results indicated that CICO yielded significant positive effects on behavior within 1 week of initiating support. After the outcomes stabilized, the behavior change remained stable beyond the first week of the intervention. These effects were detected in both the target behavior measured with DRC and the problem behavior measured with SSQ. These findings suggest that CICO interventions produce rapid and sustained changes in behavior. Further, the effects of CICO were observed in various settings within the school environment, indicating distal outcomes.