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Beliefs of University Employees Leaving During a Fire Alarm: A Theory-based Belief Elicitation
Owens Christopher,Le Aurora B.,Smith Todd D.,Middlestadt Susan E. 한국산업안전보건공단 산업안전보건연구원 2023 Safety and health at work Vol.14 No.2
Background: Despite workplaces having policies on fire evacuation, many employees still fail to evacuate when there is a fire alarm. The Reasoned Action Approach is designed to reveal the beliefs underlying people's behavioral decisions and thus suggests causal determinants to be addressed with interventions designed to facilitate behavior. This study is a uses a Reasoned Action Approach salient belief elicitation to identify university employees' perceived advantages/disadvantages, approvers/disapprovers, and facilitators/barriers toward them leaving the office building immediately the next time they hear a fire alarm at work. Methods: Employees at a large public United States Midwestern university completed an online cross-sectional survey. A descriptive analysis of the demographic and background variables was completed, and a six-step inductive content analysis of the open-ended responses was conducted to identify beliefs about leaving during a fire alarm. Results: Regarding consequence, participants perceived that immediately leaving during a fire alarm at work had more disadvantages than advantages, such as low risk perception. Regarding referents, supervisors and coworkers were significant approvers with intention to leave immediately. None of the perceived advantages were significant with intention. Participants listed access and risk perception as significant circumstances with the intention to evacuate immediately. Conclusion: Norms and risk perceptions are key determinants that may influence employees to evacuate immediately during a fire alarm at work. Normative-based and attitude-based interventions may prove effective in increasing the fire safety practices of employees.
Relationships Among Conversational Language Samples and Norm-Referenced Test Scores
Robert E. Owens,Stacey L. Pavelko 한국언어재활사협회 2017 Clinical Archives of Communication Disorders Vol.2 No.1
Purpose: Research demonstrates that many speech-language pathologists (SLPs) do not routinely include language sample analysis (LSA) in their clinical practice because LSA has limited recognition as a valid assessment measure. Limited research suggests that some LSA values obtained from narrative samples correlate with the results of standardized language tests. This research examined the relationship among values obtained from conversational language samples and the results of standardized testing. Methods: This study investigated whether LSA values obtained from conversational language samples shared a relationship with the results of standardized language testing. A total of 16 children ages 43–90 months (M=61.5 months) completed three subtests of a standardized language test and a 15-minute conversational language sample. Fifty-utterance language samples were analyzed for four LSA values including mean length of utterance (MLUs), total number of words (TNW), clauses per sentence (CPS) and words per sentence (WPS). Results: Results revealed that three of the four LSA values (MLUs, TNW, and WPS) demonstrated statistically significant (ps<.006) strong correlations (rs>.65) with the results of norm-referenced language testing. The partial correlations and the zero-order correlations were significant, suggesting age had little influence in controlling for the relationships. Conclusions: Conversational language samples complement norm-referenced tests well. Results support further exploration of the relationships among LSA measures obtained from conversational samples and the results of standardized language testing.