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Staff members supporting individuals with intellectual and developmental disabilities often provide the primary supervision and direct instruction to those served. These services are often provided in locations with limited resources and funding, especially within adult services. Supervisors in these settings must ensure necessary documentation and job responsibilities are completed in order to meet regulatory requirements and ensure appropriate care and treatment for individuals’ served. By providing simple and cost effective feedback, supervisors can ensure the staff members are meeting job expectations while ensuring the individuals’ served are having their needs met. This study implemented a reversal design in two separate program rooms within an adult day program to examine the effects of posted group feedback, posted group feedback paired with goal setting, as well as the effect of the placement of the postings in a conspicuous versus non conspicuous location with staff completion of required daily documentation. Results in both rooms indicated that posting group feedback alone did not have as much effect on staff performance unless paired with goal setting. The posting locations in each room also did not seem to have an effect on staff performance. / Applied Behavioral Analysis

The present four field studies explored the effectiveness of multiple prevention techniques designed to increase the frequency of cashiers' identification (ID)-checking behaviors from a customer-focused and cashier-focused approach. Studies 1 and 2 examined customer-focused approaches, whereas Study 3 examined a cashier-focused approach. Study 4 examined a combination of the cashier-focused and customer-focused approaches. From a customer approach, Study 1 investigated the use of four prompts (a no-prompt control, an antecedent only, an antecedent with a positive consequence, and an antecedent with a negative consequence) at encouraging cashiers to ask customers for their ID during a credit purchase. Research assistants (RAs) visited various stores and made credit purchases, while displaying one of the four prompts covering their card's signature line to the cashier during check-out. The results showed RAs were checked for ID the most when using the prompts containing the antecedent and consequence, which was checked for ID significantly more than the no-prompt control. Study 2 (also a customer approach) attempted to replicate Study 1 in a non-college community. Using a similar methodology as Study 1, the results showed RAs were checked for ID the most when using the prompt with the antecedent and positive consequence, which was checked for ID significantly more than the no-prompt control. From a cashier approach, Study 3 investigated the use of a goal-setting and prompt intervention led by the restaurant manager to increase the frequency of cashiers' ID-checking behavior. Using an A-B-A (Baseline-Intervention-Withdrawal) reversal design at one of two restaurants, the results showed the intervention restaurant's percentage of ID-checked purchases increased from Baseline to the Intervention phase. But, it decreased slightly during the Withdrawal phase, showing functional control but also some maintenance over the target behavior. The percentage of ID-checked purchases at the control restaurant was almost nonexistent throughout the study. Study 4 investigated the impact of using two intervention approaches (i.e., the customer and cashier approach) as opposed to one (i.e., the customer approach) to increase the frequency of cashiers' ID-checking behavior. While the A-B-A phases were occurring in the restaurants used in Study 3, RAs entered the restaurants and displayed an antecedent and positive consequence prompt to the cashiers during a credit purchase. The results of Study 4 partially supported the hypothesis. The cashiers in the intervention restaurant significantly checked more RAs for ID when two intervention approaches were combined than when only one intervention approach was used during Baseline, but not during the Withdrawal phase. / Ph. D.

Despite widespread efforts to reduce inequities in the science, technology, engineering, and mathematics (STEM) job market, huge disparities remain for both African Americans and women in those sectors of employment. Extant literature affirms that Black women encounter various challenges when pursuing STEM careers. More specifically, the research on Black women in engineering focuses primarily on their experiences in academia and does not include their experiences as undergraduates transitioning into the industry workforce. To address these gaps in the literature, this study explored the career goal-setting (CGS) processes of Black woman engineering majors (BWEMs) through qualitative inquiry. Using a phenomenological approach, the researcher implemented a two-interview sequence with five Black/African American women enrolled in their final year of a baccalaureate engineering program at a predominantly White institution (PWI) in the southeast. Possible selves theory (Lee and Oyserman, 2009; Strauss, Griffin, and Parker, 2012) served as the framework for the guiding research questions and interview protocol, which were designed to capture the essence of the participants' experiences as they respectively engaged in setting career goals. The findings revealed that the participants' CGS processes encompassed a series of cognitive steps, which included their thoughts about goal-setting in general, exploring engineering careers, making adjustments academically, finding an area of career specialization, and dealing with anxiety related to the challenges they encountered as engineering majors. In addition, possible selves theory was used to explain how the participants' understanding of their experiences in current contexts influenced who they wanted to become in future work conditions. / Doctor of Philosophy / This qualitative study explored the career goal-setting (CGS) processes of Black woman engineering majors (BWEMs). The researcher used phenomenological methods to specifically describe the participants' experiences as they took part in CGS. Five participants were included in the study who all identified as Black/African American women enrolled in their final year of an undergraduate engineering program at a predominantly White institution (PWI) in the southeast. Possible selves theory (Markus and Nurius, 1986; Strauss, Griffin, and Parker, 2012) helped to guide the main research question and the research sub-questions, which were based on Lee and Oyserman's (2009) three individual and contextual factors of past experiences, developmental contexts, and social contexts. The researcher conducted two interviews with each of the five participants. The findings revealed that the participants' CGS processes consisted of several mental steps, which included their thoughts about goal-setting in general, exploring engineering careers, making adjustments academically, finding an area of career specialization, and dealing with anxiety related to the challenges they encountered as engineering majors. In addition, possible selves theory was used to explain how the participants' understanding of their experiences in current contexts influenced who they wanted to become in future work conditions.

Yes / Goal setting is a fundamental practice in the effective management of healthcare services worldwide. This study investigated the extent to which leprosy goal formulation in Nigeria is logical and SMART. Method: Document review of baseline problems, goal statements and goal attainments for 2016 in six leprosy projects using a customised logical framework matrix. Results: A total of 15 main problems, 6 aims, 19 objectives and 42 indicators were found. The goals were problem-based and logically linked, with a pattern of a single aim per project, multiple objectives per aim, and multiple indicators per objective. Goal statements specified only impact in 5/6 aims, and only outcome and terminal timeframe in 17/19 (89.5%) objectives. Only one objective stated all four SMART components of outcome, indicator, target and timeframe. While three (7.1%) indicators and two (10.5%) objectives were measurable, no target was attainable. Discussion: Goal-setting frameworks for leprosy projects should be problem based and logical according to best practice. That most leprosy objectives were not completely SMART is similar to the reported structure of objectives published by other health organisations globally.

No / Goal-setting is indispensable for effective healthcare management. Yet, literature evidence suggests many organisations worldwide do not know how to formulate ‘SMART’ goals. Evidence of how existing theories work in practice is scarce, and the practices in low-income countries are unknown. Therefore, this research explored how leprosy project goals were formulated to describe the theoretical practice framework of A leprosy-focused organisation in Nigeria. Using a case-study design, ten managers were interviewed individually concerning their goal-setting knowledge, experience and perspective; and documented goals of six projects were reviewed. A five-step constructionist thematic data analysis generated eleven theoretical frameworks from the concepts of the emergent core themes of ‘stakeholders’, ‘strategies’ and ‘statements.’ Further theorisation reduced them to one general framework. This revealed organisational goal-setting practice as a four-stage centre-led, top-down, beneficiary-focused and problem-based process. The stages were national preparation, baseline needs-survey, centralised goal formulation and nationalised planning. The outcome was the formulation of assigned, ‘non-SMART’ objective statements, which are then used for planning projects. Other theoretical models constructed included a Goal Effects Cycle, ‘SMARTA’ goal attributes and hierarchical criteria for differentiating goal-types. A theory developed from the goal-setting practice postulates that: ‘Assigned non-SMART goal formulation directly results from centralised goal-setting practice and is the predictor of unrealistic project planning.’ Therefore, I propose that goal statements will be ‘SMARTA’ and plans, more realistic and relevant if goal-setting is done collaboratively by all stakeholders at all stages of the process. Also, ‘Change-Beneficiary-Indicator-Target-Timeframe’ and ‘Change-Beneficiary-Location-Timeframe’ frameworks are recommended as templates for writing SMART objectives and aims respectively.