Reducing Bottled Water Use among Adolescents: A Factorial Experimental Approach to Testing the Components of the “Aquatic” Program

The aim of the current study was to assess the components of the intervention program “Aquatic”, targeted at the reduction of bottled water use in adolescence. The Comprehensive Action Determination Model was chosen as a theory of change for the development and evaluation of pro-environmental behavior intervention. We examined the impact of five experimental intervention factors (water bottles, promo video, prompts, goal setting, and feedback) on eight intervention program outcomes: Perceived behavioral control, Social norm, Habit, Awareness of need, Awareness of consequence, Personal norm, Intention, and Behavior. The study sample consisted of 419 adolescents (52.8% girls, Mage = 15.21, SDage = 0.64) from Lithuania. A factorial experimental study design was used, and a Latent change modeling approach was applied for the evaluation of individual and combined effects of intervention components. Promo video, Prompts, and Goal setting had a positive effect on Awareness of consequence, Social norm, and Awareness of need, respectively. Receiving a Water bottle in combination with Promo video had a positive effect on Perceived behavioral control and in combination with Prompts as well as Goals—on Awareness of need. Water bottles, Promo-video, Prompts, and Goals, but not Feedback, had value in the promotion of targeted pro-environmental outcomes.

Reducing Bottled Water Use among Adolescents: A Factorial Experimental Approach to Testing the Components of the “Aquatic” Program

The current study aimed to assess the components of the intervention program “Aquatic”, targeted at the reduction of bottled water use in adolescence. The Comprehensive Action Determination Model was chosen as a theory of change for the development and evaluation of pro-environmental behavior intervention. We examined the impact of five experimental intervention factors (water bottles, promo video, prompts, goal setting, and feedback) on eight intervention program outcomes: Perceived behavioral control, Social norm, Habit, Awareness of need, Awareness of consequence, Personal norm, Intention, and Behavior. The study sample consisted of 419 adolescents (52.8% girls, Mage = 15.21, SDage = .64) from Lithuania. A factorial experimental study design was used, and a Latent change modeling approach was applied for the evaluation of individual and combined effects of intervention components. Promo video, Prompts, and Goal setting had a positive effect on Awareness of consequence, Social norm, and Awareness of need, respectively. Receiving a Water bottle in combination with the Promo video had a positive effect on Perceived behavioral control and in combination with Prompts as well as Goals – on Awareness of need. Water bottles, Promo-video, Prompts, and Goals, but not Feedback, had value in the promotion of targeted pro-environmental outcomes.

Using Video Prompts to Promote Independent Behavior in Students With Autism Spectrum Disorder

In order to best serve students with autism spectrum disorder (ASD), teachers and other in-school support personnel need to identify and effectively implement evidence-based practices (EBPs) in their classrooms. One EBP for students with ASD is video-based instruction, including video prompting, a form of video modeling. The authors provide considerations that one must think through prior to implementing video prompts as an intervention, and illustrate how video prompts can be used in the classroom through a vignette of an adolescent student with ASD learning to independently complete vocational tasks.