PBIS in Schools

Educational leaders have implemented positive behavior interventions and supports (PBIS) in schools across the nation to address behavior competence. Most educators have witnessed the evidence of its success in both managing behavior and improving academic outcomes. PBIS is a framework that incorporates evidence-based practices to support students by addressing their mental health and social/emotional needs. Using a culturally relevant and trauma-informed approach, PBIS can help support Students of Color, disciplinary sanctions, and the penal system. The proactive framework has been around for more than 20 years, teaching students behavioral expectations and reinforcing their positive actions. Despite this empirical approach, some teachers remain in favor of the punitive way of disciplining students. In contrast, others have adapted their mindsets to embrace rethinking discipline as a teaching opportunity like learning to read and write. These teachers agree with many scholars that social behavior is learned.

Teaching Safety, Compliance, and Critical Thinking in Special Education Classrooms

Special educators are tasked with teaching students with disabilities to understand and adhere to social norms for their own safety and acceptance in society. This chapter explores ways special educators can teach critical thinking alongside these social and cultural norms in order to support student agency. One special educator shares her experiences working with students with disabilities in urban public schools as she grapples with teaching her students what they need to know to be safe, while also teaching to challenge oppressive social and behavioral expectations.

Online User Information Sharing and Government Pandemic Prevention and Control Strategies-Based on Evolutionary Game Model

Background: The sharing and utilization of online users' information has become an important resource for governments to manage COVID-19; however, it also involves the risk of leakage of users' personal information. Online users' sharing decisions regarding personal information and the government's COVID-19 prevention and control decisions influence each other and jointly determine the efficiency of COVID-19 control and prevention.Method: Using the evolutionary game models, this paper examines the behavioral patterns of online users and governments with regard to the sharing and disclosure of COVID-19 information for its prevention and control.Results: This paper deduce the reasons and solutions underlying the contradiction between the privacy risks faced by online users in sharing information and COVID-19 prevention and control efforts. The inconsistency between individual and collective rationality is the root cause of the inefficiency of COVID-19 prevention and control.Conclusions: The reconciliation of privacy protection with COVID-19 prevention and control efficiency can be achieved by providing guidance and incentives to modulate internet users' behavioral expectations.

How the Law Learns in the Digital Society

Recent court decisions have revealed how the law is frequently under pressure to adjust to novel digital technologies. As legal practice is blind to the factual particularities of the relationship between law and technology, the courts’ efforts to re-stabilize normative expectations of Internet users, in the face of sociotechnical changes caused by computer networks, lack an adequate theoretical classification. Science and technology studies (STS) provide refined knowledge on the interaction between technology and society. Yet, the law and normative structures have remained a stepchild of that branch of interdisciplinary theorizing within the social sciences. Within the legal discipline, media-based theories about the law in the digital environment have conceived computer networks as hybrid sociotechnical constructs. This approach aptly shows how digital media have changed the way individuals experience the world and interact with one another and how the capacity to adjust cognitive behavioral expectations to new developments has become crucial. While the learning of individuals takes center stage, this perspective belittles the relevance of normative expectations and overlooks the law’s learning. How is the law capable of learning under conditions of computer networks and responding to the sociopolitical changes caused by the new technologies? This paper’s aim is to propose a perspective on the law in the digital society that combines STS with legal sociology. An approach based on technical affordances explains how normative behavioral expectations can adjust to changes in the networked environment and how the law learns in the digital society.

PSII-1 Adapting to the new normal: Feedlot cattle circadian rhythm and behavior-based management

Every organism has evolved patterned responses to its temporal and physical surroundings. Rhythmicity is a central regulator of life and a sentinel for animal health and metabolism, thus chronic stress and disease can disrupt behavioral patterns. Feedlot cattle may exhibit irregularities in circadian rhythms due to social, environmental, and nutritional stressors and may benefit from behavior-based management strategies. This study characterized the hourly behavioral patterns of feedlot cattle with and without environmental enrichment, established behavioral expectations for animal managers, and proposed practical interventions. Fifty-four crossbred steers were shipped to Texas A&M AgriLife Feedlot in Bushland, Texas, blocked by weight, and assigned to one of six pens (n = 9 steers/pen), half of which had a cattle brush and half did not. Frequency of headbutting, mounting, bar licking, tongue rolling, allogrooming, and brush usage was decoded from video recordings of cattle from 08:00h to 17:30h on d -2, -1, 0, 1, 2, 4, 8, 16, 32, and 64 relative to brush implementation. The impact of time (hour), treatment, and their interaction on cattle behavior were evaluated using PROC MIXED in SAS. Brush use (P < 0.0001), allogrooming (P < 0.0001), and mounting (P < 0.0001) were performed at lower frequencies during early hours of the day and at higher frequencies in the afternoon. Both tongue rolling (P < 0.0001) and bar licking (P < 0.0349) occurred most often during daylight hours in accordance with a diurnal pattern. Major periods of headbutting (P < 0.0001) were observed in the morning and afternoon. Behavioral expectations were characterized so that stockpeople could observe the prevalence of each behavior during morning, midday, and evening to facilitate the implementation of best management practices. Proposed interventions include medical treatment, modified pen surface or bunk management, altered stocking density, and/or introduction of environmental enrichment.

How Moral Expectancy Violations Influence Audiences’ Affective Dispositions Toward Characters

Affective disposition theory (ADT) explains that the moral judgments of character behavior inform dispositions toward characters. These dispositions bias moral judgments of characters’ subsequent behaviors and establish behavioral expectations. We used expectancy violations theory to help specify people’s dispositions toward characters. In study 1, we modified the footbridge dilemma to develop experimental stimuli and predictions. Studies 2 and 3 observed the disposition formation process longitudinally and validated our stimulus: a custom-built visual novel. Study 4 tested our predictions. Studies 2 through 4 used pre-registered hypotheses, sampling, and data analyses. Results demonstrated that the current disposition (positive vs. negative) changes how a novel (im)moral behavior affects that disposition. Schema-violating behaviors provoked larger mean differences in participants’ dispositions toward protagonists compared to antagonists. Specifically, people were hyper-scrutinous of moral paragons and entrenched despised characters in moral skepticism. Additionally, we observed differences in dispositions toward characters who did not act when they could (inaction).

Examining the Schoolwide Expectations Survey for Specific Settings: Descriptive Properties

In tiered systems, all school faculty and staff ideally recognize student academic, behavioral, and social achievement as a shared responsibility. In an ideal system, faculty and staff collaborate in a data-informed process to define common student expectations to facilitate success. Adults provide clarity for all students by defining expectations for instructional and non-instructional settings, allowing equitable access to all areas of the school experience. In this replication study, we explored educator priorities of behavioral expectations in classroom and non-instructional settings for students as measured by the Schoolwide Expectations Survey for Specific Settings (SESSS). We analyzed faculty and staff data from 10 schools whose leadership team participated in a yearlong professional learning series to design their comprehensive, integrated, three-tiered (Ci3T) model of prevention. Results indicated educators across school levels (elementary, middle, high) had similar views on what expectations should be prioritized for student success, with statistically significant differences found for the hallway setting. Implications and future directions for research in this area are discussed.

Techniques of Neutralization in Narratives of Addicted Gamers: A Social Science Approach on Gaming Disorder

Due to a hegemony of psychology, the phenomenon of addicted gaming tends to be conceptualized as a chronic illness. Taking a sociological perspective requires reframing the phenomenon: As deviant behavior, and therefore as a behavior, that goes against behavioral expectations of social groups. Such change of perspective raises new questions and sheds light on aspects of the phenomenon that have been unstudied so far. The article takes one step in this direction and applies the concept of neutralization as a heuristic to study how gamers classified as addicted make sense of their deviant gaming practices. Analyses of biographical-narrative interviews with addicted gamers indicate that they use five neutralization techniques in order to carry out their deviant practices without generally questioning social norms, these are rejection of individual responsibility, trivializing revaluation, positive revaluation, revaluation of deviance as self-determined choice and condemnation of instances of social control.