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Abstract Few randomized controlled trials have evaluated social media study groups as educational aids in the context of online and blended teaching programs. We present the Behavioral Education in Social Media (BE-Social) intervention package, which integrates key evidence-informed behavioral intervention strategies delivered through a closed social media study group. BE-Social combines instructor-mediated cooperative learning and self-management training via multimedia posts and video modeling. Forty-six students were randomly assigned to a default online program (control) group or default online program plus BE-Social (intervention) group. Intervention outcomes included academic performance and social media engagement (reactions, comments). A mixed-effect ANOVA showed that individuals in the BE-Social group attained higher academic performance, F (1, 46) = 18.37, p < .001, η 2 = .34). On average, the intervention produced a 20-point increase in academic performance over a 100-point scale and significant increases in social media engagement. A parallel single-subject analysis revealed that intervention gains were not always consistent across participants. Findings are consistent with the view that social media platforms provide a prosthetic social milieu that can enrich traditional education by maximizing social rewards through increased interaction opportunities and timely positive feedback. We propose the digital environment reward optimization hypothesis to denote these processes.

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O conhecimento científico deve servir para melhorar a vida das pessoas e, portanto, deve estar disponível tanto para cientistas quanto para o público leigo. No entanto, o acesso fácil de informações científicas pelo público leigo também favorece o risco de equívocos, bem como ao subsequente uso indevido de procedimentos técnico-científicos. Este estudo de caso tem como objetivo avaliar, numa perspectiva analítico-comportamental, os procedimentos aplicados por um personagem de uma série televisiva que erroneamente tenta aplicar técnicas de condicionamento operante que ele mal compreendia. No terceiro episódio da terceira temporada de The Big Bang Theory, o protagonista Sheldon Cooper tenta modificar alguns comportamentos de sua vizinha Penny, baseando-se na sua interpretação deturpada dos trabalhos de BF Skinner. Ocorre que o procedimento aplicado por Sheldon de recompensar Penny com chocolates depois dela se comportar como que ele desejava, paradoxalmente promove o efeito comportamental justamente oposto ao que ele originalmente planejou. Ao desconsiderar a complexidade do comportamento humano e subestimar todo o arcabouço científico relacionado à Análise do Comportamento, ele inadvertidamente e ingenuamente acabou acidentalmente reforçando toda uma cadeia comportamental de respostas de Penny, ao invés de um único comportamento isoladamente. Consequentemente, a probabilidade de comportamentos "indesejáveis" de Penny ocorrerem no futuro é aumentada. Este relato de caso exemplifica como a implementação de procedimentos psicológicos científicos, na ausência de uma compreensão abrangente dos conceitos científicos subjacentes, pode levar a consequências desastrosas. Palavras-chave: análise de contingências do comportamento, condicionamento operante, modelagem, BF Skinner, The Big Bang Theory.

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Various district-level factors contribute to the successful implementation of Positive Behavioral Interventions and Supports (PBIS) in schools, a widely implemented evidence-based framework supporting students’ social, emotional, and behavioral development. Prior research has identified the district PBIS coordinator as a critical factor supporting school-level PBIS implementation. However, further research is needed to clarify the functions of the district PBIS coordinator role throughout the implementation process. This pilot study developed and validated a survey instrument to clarify (a) the common functions of the district PBIS coordinator role and (b) how the common functions of district PBIS coordinators changed across the distinct implementation stages. The Kruskal-Wallis H -test was used to determine whether significant differences existed in the amount of time district PBIS coordinators spent on functions of their role by implementation stage. Results from the pilot administration conducted in the U.S. state of Michigan indicated that district PBIS coordinators initially focused time on leadership and organization functions while competency functions developed as implementation matured. The survey findings offer preliminary insights into the district PBIS coordinator role, which may help inform professional development planning at the local and state levels, technical assistance offerings, and personnel decision-making. This study also serves as a blueprint for future research.

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AbstractCheck-In/Check-Out (CICO) and the Daily Report Card intervention (DRC) are well-researched interventions designed to reduce challenging student behavior and improve academic and behavioral functioning. Yet each intervention has been studied within siloed literatures and their similarities and differences are not well understood by many educators. The goals of this commentary are to (1) highlight the similarities and differences between these interventions; (2) help educators and researchers understand the value of both interventions; and (3) stimulate conversation, innovative thinking, and new research that serves to reduce rather than reinforce the existing silos.

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