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In this chapter, I draw from theory and research on intergroup relations and decoupling to critique prevailing conceptions of behavioral strategy, and then propose a viable alternative. I suggest that prevailing definitions of behavioral strategy exclude or marginalize theoretical perspectives that should logically be included, which has (1) created undesirable ingroup/outgroup dynamics in the strategy field and (2) resulted in decoupling between behavioral strategy as defined by category leaders and the actual content of research conducted by category members. I contend that this state of affairs has likely reduced the impact of behavioral strategy on other disciplines, and also likely constrained its impact on non-academic audiences. As an alternative, I propose a more interdisciplinary approach that involves identifying behavioral mechanisms that explain how social and psychological processes at different levels of analysis interact and interrelate to affect strategy and performance.

Hypocrisy is a widely recognized concept in both academic literature and popular media. However, very few studies have examined the reflections of hypocrisy in leader's behaviors in organizational behavior literature. Leader hypocrisy mainly refers to the misalignment between words and deeds of a leader. This chapter first provides a review of the concept of hypocrisy and its various conceptualizations in philosophy, social psychology, and organizational behavior literatures. The chapter then focuses on the implications of leader hypocrisy for organizations and its members by presenting the studies conducted on the emotional, attitudinal, and behavioral consequences of leader hypocrisy (word–deed misalignment) and leader behavioral integrity (word–deed alignment). Moreover, some of the gaps in the literature are identified, and suggestions are made for future research on the topic.

Organizational Development and Change (ODC) has been called to aid organizational greening goals. Carbon labeling of products by organizations is a common greening strategy. However, its effectiveness is dependent on supportive consumer behavior. The Theory of Planned Behavior (TPB) is used to explain actor choice in buying low carbon products (LCPs). Actual buying behavior of 873 subjects in China, a country new to carbon labeling, demonstrated that Declarative norms, Attitude, and Perceived behavioral control explained significant variance in actual buying behavior of LCPs. The TPB model may be better served by observing actual behavior versus behavioral intention. Revisions to the TPB model for diagnosis and interventions in behavioral change are indicated. ODC should revert to theoretically informed practice versus the increasing reliance on A-theoretical tools and techniques.

This chapter enters the debate of knowing if the financial regulations should be overhauled in the continuity of behavioural finance developments. The lack of precision in the behavioural finance conclusions could lead to misleading new financial regulations adoption. Furthermore, through an analysis of the literature, we show that behavioural finance hypothesis building converges to the neoclassical one's, which contradicts the idea to overhaul financial regulations. We also highlight the fact that universal heuristics and biases contribute to the financial regulations revision proposal. Finally, we analyse some of the propositions put forward by advocates of behavioural finance and the limits thereof.

Behavioral economics poses a challenge for the welfare evaluation of choices, particularly those that involve risk. It demands that we recognize that the descriptive account of behavior toward those choices might not be the ones we were all taught, and still teach, and that subjective risk perceptions might not accord with expert assessments of probabilities. In addition to these challenges, we are faced with the need to jettison naive notions of revealed preferences, according to which every choice by a subject expresses her objective function, as behavioral evidence forces us to confront pervasive inconsistencies and noise in a typical individual’s choice data. A principled account of errant choice must be built into models used for identification and estimation. These challenges demand close attention to the methodological claims often used to justify policy interventions. They also require, we argue, closer attention by economists to relevant contributions from cognitive science. We propose that a quantitative application of the “intentional stance” of Dennett provides a coherent, attractive and general approach to behavioral welfare economics.

What is behavioral economics? This chapter explores a mismatch between what is included in the field of behavioral economics and some of the most visible Austrian critiques of behavioral economics. While paternalism, nudging, and a focus on irrationalities and biases are a big part of modern behavioral economics, the portrayal of the field of behavioral economics as being focused predominately upon those areas leaves a swath of low-hanging fruit that would be beneficial for Austrian scholars to consume and use in their own work.

Assessment and identification of children with emotional and behavioral disorders (EBD) is complex and involves multiple techniques, levels, and participants. While federal law sets the general parameters for identification in school settings, these criteria are vague and may lead to inconsistencies in selection and interpretation of assessment measures. Assessment practice across school settings is greatly influenced by clinical guidelines such as the DSM-IV, which more specifically defines emotional and behavioral disorders and highlights the issue of co-morbidity. Before a student is assessed for special education eligibility under the IDEIA category of emotional disturbance, screening techniques and pre-referral interventions are needed. Positive Behavioral Supports and Response to Intervention models provide empirically supported frameworks for establishing the need for formal psychological assessment. Collaboration among members of the multidisciplinary team, including parents, helps to ensure that identification and intervention efforts have ecological validity. Tests and techniques vary considerably, but developmental histories, interviews, observations across settings, and behavioral checklists and rating scales are recommended, along with cognitive and achievement testing. While problems exist in the reliability and validity of projective techniques, they continue to be used in school-based assessment for EBD. Multitrait, multisetting, and multimethod approaches are essential for culturally fair assessment and reduction of bias in identification and placement.

In the field of behavioral disabilities, systematic direct observation (SDO) has been an integral tool for describing and explaining relationships between student and teacher behavior in authentic classroom settings. However, this method of measurement can be resource-intensive and presents a series of complex decisions for investigators. The purpose of this chapter is to review a series of critical decisions investigators must make when developing SDO protocols to address their research questions. After describing each decision point and its relevance to the measurement system, we identify trends and special considerations in the field of behavioral disabilities with respect to each decision. We organize content according to deciding what to measure, deciding how to measure it, and critical steps to prevent system breakdowns. Finally, we identify avenues for research to further the impact of SDO in the field of behavioral disabilities.

This paper ranks university faculties, accounting doctoral programs, individual behavioral accounting researchers, and the most influential articles based on Google Scholar citations to publications in Advances in Accounting Behavioral Research (AABR). All articles published in AABR in its first 15 volumes are included and four citation metrics are used. The paper identifies the articles, authors, faculties, and doctoral programs that made the greatest contribution to the development of AABR. Such an analysis provides a useful basis for understanding the direction the journal has taken and how it has contributed to the literature (Meyer & Rigsby, 2001). The h-index and m-index for AABR indicates it compares favorably among its peers. Potential doctoral students with an interest in behavioral accounting research, “new” accounting faculty with an interest in behavioral accounting research, current behavioral accounting research faculty, department chairs, deans, and other administrators will find these results informative.

Students with and at-risk for emotional and behavioral disorders (EBD) or behavioral difficulties have unique and heterogeneous needs that affect their academic, behavioral, and social skills. As such, many of these students are served in more restrictive settings (e.g., residential facilities) than their peers with other disabilities. However, there is little research to document the characteristics of students who are served outside of their neighborhood school. In this chapter, we describe a study of students with and at-risk for EBD served in a residential facility in the southeastern United States. Descriptive analyses of the behavioral, academic, and social characteristics of 18 students enrolled at the facility suggest that, on average, students scored above average for problem behaviors, below average on academic measures, and below average for social skills. Linear regression analyses suggest that age did not predict performance and that certain behavioral indices predicted student achievement on both academic and social skills measures. Limitations and implications for future research are discussed.