The Effects of the Tootling Intervention Using Daily Reinforcement

The current study was designed to replicate and extend the literature on the effectiveness of a classroom intervention known as Tootling (Skinner, Skinner, & Cashwell, 1998) in decreasing disruptive classroom behavior as well as increasing academically engaged classroom behavior. Tootling is a strategy that encourages and prompts students to report instances of their peers’ positive behaviors. Thus far, only three studies have utilized direct observation data for disruptive behavior during Tootling (Cihak, Kirk, & Boon, 2009; Lambert, 2012, 2014). To extend the research on Tootling, direct observation data of disruptive and academically engaged behaviors were collected on both entire classes of students as well as target students. Additionally, reinforcement on a daily schedule could be achieved by Tootling. Participants included lower elementary school students (i.e., second and third grade) and instructors in three classrooms in two Southeastern elementary schools. An interdependent group contingency and publicly posted feedback were used to encourage the production of Tootles during the study. An ABAB withdrawal design was used in three classrooms, with a multiple baseline element across two classrooms, to determine the effectiveness of the intervention for decreasing disruptive behavior for both the target student and the students in the classroom as a whole. Results demonstrated decreases in disruptive behaviors and increases in academically engaged behaviors during intervention phases as compared to baseline and withdrawal phases in Classrooms A and C, and to a slightly lesser extent in Classroom B. Limitations of the present study and directions for future research are discussed. Doctoral dissertation: http://aquila.usm.edu/dissertations/223

The Tootling Intervention with ClassDojo: Effects on Classwide Disruptive Behavior and Academically Engaged Behavior in an Upper Elementary School Setting

The current study was designed to replicate and extend the literature on the effectiveness of a classroom intervention known as Tootling (Skinner, Skinner, & Cashwell, 1998) to include an interactive technological component, ClassDojo, to decrease disruptive classroom behavior as well as increase academically engaged behavior. Tootling is a peer-monitoring intervention that encourages students to report instances of appropriate behaviors they have seen their peers perform. Thus far, studies utilizing direct observation data to measure disruptive behavior during Tootling (Cihak, Kirk, & Boon, 2009; Lambert, 2014, Lambert el al., 2015, Lum et al., 2015; McHugh et al., 2014) have shown reductions in disruptive behavior when Tootling is in place. To extend the research on Tootling, direct observation data of disruptive and academically engaged behaviors were collected on three classes of upper elementary school students (i.e., fifth grade) and instructors in two elementary schools in a Southeastern state. Tootling was recorded through the ClassDojo website and publically projected to the classroom, which differed from previous studies that employed note cards, hand-counted tootles and inconsistent behavioral feedback. Reinforcement for tootling could be achieved through a classroom interdependent group contingency. An ABAB withdrawal design was used in three classrooms, with a multiple baseline element across two classrooms, to determine the effectiveness of the intervention for decreasing classwide disruptive behavior and increasing academically engaged behaviors during intervention phases. Results indicated decreases in classwide disruptive behaviors and increases in academically engaged behaviors during intervention phases as compared to baseline and withdrawal phases across all three classrooms. Limitations of the present study and directions for future research are discussed. Masters thesis: http://aquila.usm.edu/masters_theses/67

P2_4 Up, Up in the Atmosphere

This paper is an investigation into the physical feasibility of Mary Poppins flying away using the lift generated on her umbrella from a natural wind source. The best case scenario used was adapted from the film such that the umbrella’s dimensions were greater and there was no drag force. A vertical wind speed of 37mph or a wind speed of 118mph at an inclination of 18.3°  would be required to lift a 60kg Mary Poppins off the ground. Taking into account that the pressure exerted would most likely destroy normal umbrellas, it was determined that materials with a greater tensile strength such as aluminium and polyester would be required to withstand the force of the wind

P2_7 Mobile Suit Gundam: Falling From Space

 In order for a Mobile Suit to be unable to escape the Earth’s gravity at an altitude of 100km with 40% of the propellant fuel available it would have to be travelling towards the Earth at 27,431ms-1. The increase in temperature due to the resistive drag forces felt upon re-entry would require an active cooling system with an output of 112MW which is over 37 times greater than known power outputs on board Mobile Suits

P2_6 Spring Loaded Action: The Physics of Link’s Clawshot

 It has been found that the Clawshot would need to travel 10 times faster than shown in the game in order to hit its target at a maximum distance of 25m. In order for the user to be pulled directly towards the target, its inclination would have to be 11°. The force exerted on the user’s arm due to the acceleration of the projection would be around 4kN

P2_5 The Apparent Magnitude of α Orionis Supernova

The star α Orionis (Betelgeuse) is to become a type II supernova at the end of its life. Some have postulated that this supernova will be bright enough that it will be visible during the day. Betelgeuse will have an apparent magnitude of around -8.7, brighter than Venus, which can be seen when the sun is low in the sky. The star α Orionis will be most probably be visible throughout the day when it reaches the final stages of its evolution

P2_3 A Relative on Olympus Mons.

 This paper is an investigation into a variation of the Twin Paradox in relativity. In this scenario the first twin is living atop Olympus Mons, at a height of 25km above the surface level, whereas the second twin is living on the surface of Mars. The purpose of this investigation is to ascertain whether or not there would be a discernable difference in the ages of the twins due to relativistic differences over of 25 Earth years. Due to the presence of a gravitational field, it was necessary to include the effect of general relativity as well as special relativity. It was found that there the first twin would be approximately 3 seconds older than the second twin