The purpose of this study was to evaluate the maintenance of improved ergonomic postural behavior using an artificial intelligence-powered app. The dependent variable was the percentage of two-min trials that participants' necks were in low-risk, medium-risk, and high-risk positioning. The researchers used a nonconcurrent multiple baseline design across three participants with ABC phases. Participants completed a baseline phase, an information plus video feedback phase, followed by a maintenance phase with performance boosters. The results showed that the intervention improved all participants' neck positioning. Two out of three participants' improved neck positioning worsened over time when the intervention was withdrawn, but vocal feedback was sufficient to restore the improved neck positioning. An Occupational Therapist independently evaluated sample images of participants' postural behavior prior to and after artificial intelligence-enhanced video feedback using the Rapid Upper Limb Assessment. The independent evaluation showed improvements in RULA component scores for two out of three participants.

Workers frequently engage in nonneutral body postures that increase their risk of developing musculoskeletal disorders. The purpose of this study was to extend previous research by evaluating whether the provision of information plus artificial intelligence (AI)-enhanced video feedback could improve manufacturing workers' postural behavior. Four metal manufacturing workers participated in this study. This study's dependent variable was the percentage of time a participant's target body part spent in low-risk, medium-risk, and high-risk ergonomic positions. This study used a nonconcurrent multiple-baseline design across three participants and a nonconcurrent multiple-baseline design across two target responses with one participant. The results showed that three out of four participants' postural behavior improved following the provision of information plus AI-enhanced video feedback. Additionally, an occupational therapist independently evaluated participants' postural behavior before and following the intervention using a validated ergonomic assessment. The occupational therapist's independent ergonomic evaluations corroborated that participants' postural behavior improved.

Researchers and consultants in organizational behavior management (OBM) have long been creative, adjusting their methods to answer unique questions in naturalistic settings. In this paper, we contend that qualitative methods have and can continue to bolster OBM research and practice in several ways. First, qualitative data have been used in OBM for years as part of assessment and assessment development. Qualitative methods can also be used for social validity assessments, to contextualize our work, and to identify new research topics. In this paper, each of these uses is explored with examples illustrating how qualitative methods bolster OBM research and practice. Furthermore, we provide guidance on how OBM researchers can begin learning about the approach.

Approximately 1.7 billion people suffer from musculoskeletal disorders due to repetitive movements, force, or awkward positioning. Often, these injuries are caused or exacerbated by work conditions, including environments requiring prolonged static or risky posture. Artificial intelligence technology can measure and analyze ergonomic risk levels using computer vision, providing quick and accurate feedback. Prior research has demonstrated that video feedback provided with an AI-powered app can improve and maintain low-risk neck positioning for a single analog work task. The current study replicates and extends that research by investigating generalization of improved ergonomic positioning using a mulitple-baseline design across two additional tasks. Results yielded mixed findings, with five out of seven participants demonstrating generalization across directed analog work tasks and four out of seven participants demonstrating generalization during the break task. Future research should investigate generalization across other work tasks and environments, including in applied settings.

In the human service industry, staff injuries can be detrimental to the employee, the organization, and the clients they serve, yet limited research exists evaluating the prevalence and type of injuries in human service organizations. In this case study, we conducted a historical safety assessment and staff interviews to evaluate the prevalence, type, and conditions under which injuries occur in an organization providing education services to individuals with developmental and intellectual disabilities. Results indicated that injuries were increasing over time, including those resulting in days away from work and restricted work. Although bites were the most common injury reported, injuries to the head, face, or neck resulted in the highest number of days away from work. In addition, most OSHA recordable incidents were associated with the occurrence of some form of student injury-risk behavior. The implications of these findings, recommendations for the organization, and areas for future research are discussed.

The multiple-baseline design is a predominant experimental design in applied behavior-analytic research. Despite its strengths, when baseline lengths are assigned a priori, it is possible that the independent variable may be implemented when baseline data are trending in the same direction that is anticipated for positive treatment outcomes, thus threatening experimental control. A partial solution to this problem is to modify the traditional multiple-baseline design and stagger baselines across more than one dimension (e.g., across both individuals and settings). The purpose of this article is to describe the historical underpinnings of this approach, to highlight more recent uses of the design, and to emphasize possible areas suitable for application.

Musculoskeletal disorders (MSDs) are injuries that can result from or are worsened by performing work-related tasks. Approximately 1.7 billion people suffer from MSDs globally. Thus, strategies are needed to improve postural behaviors. The purpose of this study was to evaluate the effectiveness of video feedback using an AI-powered application to improve participants' low-risk neck positioning while completing an analog work task. Ten undergraduate students completed the analog work task in a simulated office environment. The researchers provided video feedback in a multiple baseline design across participants and the results showed that low-risk neck positioning increased when video feedback was provided. Additionally, the researchers conducted two validation tests comparing the ergonomic measurements produced by the AI-powered app to measurements produced by a gold-standard sensor-based ergonomic measurement system. The results of the validation tests provide preliminary support for the accuracy and reliability of the AI-powered app's ergonomic measurements.

Hispanic/Latiné individuals are not well-represented among master's and doctoral level board certified behavior analysts despite being well-represented at certificant levels with fewer educational requirements (i.e., registered behavior technicians and board certified assistant behavior analysts). To increase Hispanic/Latiné representation among master's and doctoral level behavior analysts, the field must first identify barriers that may be preventing individuals from this population from pursuing careers in behavior analysis. We surveyed undergraduate students who were currently enrolled in or had previously completed at least one behavior analytic course about their experiences with sociocultural barriers (e.g., lack of mentorship, white-centered pedagogy) previously suggested in the literature. Results indicated that, relative to white students, mentorship and diverse classroom examples are more likely to increase Hispanic/Latiné students’ plans to pursue behavior analysis. Implications and future directions for creating supportive environments for Hispanic/Latiné students are discussed.

Despite the increasing number of registered behavior technicians (RBTs) certified yearly, applied behavior-analytic organizations report difficulties in hiring and retaining RBTs in Florida. The current study evaluated RBTs’ work experiences related to the shortage of RBTs in Florida, particularly work concerns that lead to burnout and turnover. Eleven RBTs were interviewed regarding their working conditions and perspectives on the RBT working conditions. A thematic analysis yielded four main themes: (1) challenges establishing and maintaining competency; (2) difficult working conditions; (3) a transient or unheard-of career; and (4) dissatisfaction with pay and benefits. Results suggested that RBTs’ experiences vastly differed across organizations and that a combination of variables impact RBT burnout and turnover, which may contribute to burnout and turnover among RBTs in Florida. Implications for future research on RBT burnout and turnover and recommendations for organizations are discussed.

Behavioral Skills Training (BST) is an effective procedure for teaching new skills, like interview skills. BST typically includes instruction, modeling, rehearsal, and feedback. Multiple studies have demonstrated that BST can be used in a web-based context, but no studies, to our knowledge, have extended the literature by using BST to teach online interview skills. This study extended and replicated previous research on teaching interview skills with BST by using this procedure to teach interview skills to college students in a synchronous web-based video format. We evaluated the intervention using a multiple baseline design across targets with follow-up sessions testing for maintenance and generalization. All participant performance improved from baseline to post-training across all targeted dependent variables. Participants also rated social validity measures highly, aligning with previous research. Implications, limitations, and future directions are discussed.

Previous research found that instructions to provide feedback and perceived negative reactions to feedback decreased participant measurement accuracy and the likelihood of feedback being provided. The current study aimed to extend that research by evaluating whether improvements in behavior following feedback could maintain accurate measurement and feedback delivery, despite negative reactions. A mixed AB groups design was employed, and 44 participants were assigned across two groups: a control group and a progressive improvement group. All participants experienced negative reactions in response to their feedback. The confederate either maintained the same safety performance in the control group or improved their performance in the progressive improvement group. The progressive improvement group had higher observation accuracy, and the difference was statistically significant (p = .004). They also omitted less feedback than the control group. These data suggest that improvement in the behavior may be one variable that attenuates the impact of a feedback recipient responding negatively.

Modern medical training consists largely of lecture-based instruction and in vivo or video modeling of specific skills. Other instructional methods, such as teaching with acoustical guidance (TAGteach), have rarely been evaluated. In this study, we compared teaching with tactile guidance, or tactile TAGteach in which a vibratory stimulus is delivered to indicate a correct response, with video modeling and self-evaluative video feedback to teach four participants two medical skills: simple interrupted suture and endotracheal intubation. The results showed that both instructional methods improved performance. However, three participants met the mastery criterion in the tactile TAGteach condition first, although this instructional method required more time to train the skills. We discuss the implications of these findings for training skills to medical practitioners.

Recent developments in the field of behavior analysis have resulted in Board Certified Behavior Analysts (R) who typically deliver services in clinical settings engaging in activities that require training and experience in organizational behavior management (OBM). The Behavior Analyst Certification Board recognizes the need for credentialed professionals to receive OBM-specific training and currently requires 30 hours of graduate coursework in personnel supervision and management. However, the growth of faculty qualified to teach OBM courses does not match the growth in interest in OBM, which could result in instructors teaching topics outside their scope of competence. To provide OBM instructors with guidance on appropriate content when creating and teaching graduate-level OBM courses, the OBM Network Board of Directors created the Research and Education Committee. The committee was tasked with supporting quality education and research in OBM. This paper presents the committee's initial recommendations for developing a graduate-level OBM course. Specifically, we provide information regarding core and supplemental content, and sourcing the materials needed for teaching these courses. We also outline several other variables that must be considered before finalizing an OBM course.

The demand for teaching Organizational Behavior Management (OBM) is increasing within and outside of the field of behavior analysis. OBM coursework might contain a combination of didactic instruction and experiential learning opportunities covering assessment and intervention strategies used to evaluate and enhance performance, supervision, and address other organizational concerns. Experiential learning opportunities are crucial for building practical competence and include practicing skills in guided class activities, hands-on assignments, and supervised projects. This paper provides examples of instructional activities to facilitate and enhance experiential learning for assessment and intervention in OBM coursework. Each activity includes contextual relevance, necessary preparation, the assignment description, and integration into the broader instructional unit. Ethical, cultural, and practical considerations are also discussed.

The Bureau of Labor Statistics reported that healthcare workers sustained higher injury rates than workers in almost any other industry, adversely impacting clients, employees, and organizations both directly and indirectly. To reduce employee and client injuries in a clinical setting, high-quality measurement and assessment of safety indicators are necessary. Situated within the context of a sustainable measurement system, this chapter describes measurement and data analysis procedures that can be adopted to improve ongoing assessment and develop safety interventions. Specifically, this chapter describes measurement across data sources drawn from the broader safety literature, including incident reports, hazard measures, behavioral observations, and employee concerns, and across some sources unique to clinical settings, including restraint and seclusion measures, bodily indicators of client safety, supervision measures, and caregiver reports.

In 2023, the Behavior Analyst Certification Board (BACB) reported that there were over 160,000 registered behavior technicians (RBTs) certified to deliver behavior analytic services. Previous research suggests that RBTs experience varying levels of burnout and turnover intention. Providing employees breaks at work is one strategy that may decrease burnout and turnover. We conducted semi-structured interviews with 15 RBTs working in clinics, schools, and homes to inquire about their experiences with taking breaks at work. The results of the thematic analysis yielded the following themes: (1) breaks are important and necessary; (2) break conditions vary; and (3) support for taking breaks is mixed. The implications of these findings and recommendations for employees, supervisors, and organizations are discussed.

Background Ergonomic development and awareness are critical to the long-term health and well-being of surgeons. Work-related musculoskeletal disorders affect an overwhelming majority of surgeons, and various operative modalities (open, laparoscopic, and robotic surgery) differentially affect the musculoskeletal system. Previous reviews have addressed various aspects of surgical ergonomic history or methods of ergonomic assessment, but the purpose of this study is to synthesize ergonomic analysis by surgical modality while discussing future directions of the field based on current perioperative interventions. Methods pubmed was queried for "ergonomics," "work-related musculoskeletal disorders," and "surgery," which returned 124 results. From the 122 English-language papers, a further search was conducted via the articles' sources for relevant literature. Results Ninety-nine sources were ultimately included. Work-related musculoskeletal disorders culminate in detrimental effects ranging from chronic pain and paresthesias to reduced operative time and consideration for early retirement. Underreporting symptoms and a lack of awareness of proper ergonomic principles substantially hinder the widespread utilization of ergonomic techniques in the operating room, reducing the quality of life and career longevity. Therapeutic interventions exist at some institutions but require further research and development for necessary widespread implementation. Conclusion Awareness of proper ergonomic principles and the detrimental effects of musculoskeletal disorders is the first step in protecting against this universal problem. Implementing ergonomic practices in the operating room is at a crossroads, and incorporating these principles into everyday life must be a priority for all surgeons.

Data on participant demographics (e.g., gender, race/ethnicity, socioeconomic status) can be used to evaluate the existence of disparities and other correlations between the impact of an intervention and people's intersecting identities (e.g., race, ethnicity, gender) yet these data are seldom reported in behavior-analytic studies. To date, no review has been conducted evaluating the reporting of demographic variables within the subfield of organizational behavior management (OBM). OBM interventions often involve multiple participants across levels of an organization, posing unique considerations for reporting demographic variables and potentially identifiable information in accordance with an organization's preference for disclosure and human resource policies. Interventions in industrial/organizational psychology may encounter similar barriers to reporting demographic variables. Therefore, we reviewed articles published in the Journal of Organizational Behavior Management (JOBM) and the Journal of Applied Psychology (JAP) from 2015 to 2021 to evaluate current trends in the reporting of demographic variables. Studies that included participants and presented data (i.e., both applied and laboratory research; N = 205) were included for review and were coded based on the setting, method, and reported demographic variables. Results indicated that age and gender/sex were reported in about half of studies in JOBM and most studies in JAP, but race, socioeconomic status, and first language were rarely reported across journals. Considerations for reporting demographic variables in OBM and the utility of those data are discussed.

Students, early career behavior analysts, and professionals who are retreading and interested in organizational behavior management (OBM) often seek guidance on potential career paths. In this article, we offer several factors to consider before pursuing a career related to OBM, including strategies to narrow interests, gain experience, and communicate those experiences to hiring organizations. Next, we outline potential career paths and give specific examples of job titles and duties. The job areas described are academia/research, operations, internal consulting, and external consulting. Finally, we discuss how OBM training is relevant to each area and other skills necessary to be competitive for those positions.

There are several effective training packages (e.g., behavioral skills training, video modeling, and self-instruction packages) available to train staff. Despite their efficacy, these training procedures require substantial time or preplanning and resources to create materials. Teach-back, an empirically validated method used in the healthcare setting to enhance communication between clinicians and patients, does not require any preplanning or materials. However, this method has yet to be investigated in the context of training and supervision. The purpose of this experiment was to evaluate the efficacy of teach-back in training participants to implement preference assessments and a token economy. The teach-back method improved procedural integrity to at least 88%, and the addition of vocal-verbal feedback resulted in all participants achieving 100% integrity in all skills. We discuss the implications of these findings.