Open Access. Powered by Scholars. Published by Universities.®
Experimental Analysis of Behavior Commons™
Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Experimental Analysis of Behavior
The Tootling Intervention With Classdojo: Effects On Classwide Disruptive Behavior And Academically Engaged Behavior In An Upper Elementary School Setting, Melissa Mchugh Dillon
The Tootling Intervention With Classdojo: Effects On Classwide Disruptive Behavior And Academically Engaged Behavior In An Upper Elementary School Setting, Melissa Mchugh Dillon
Dissertations
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 …
The Impact Of Sleep Restriction (Nap Deprivation) On Preschool Children's (Aged 3-5) Emotional Response, Hui-Ya Gail Han
The Impact Of Sleep Restriction (Nap Deprivation) On Preschool Children's (Aged 3-5) Emotional Response, Hui-Ya Gail Han
Dissertations
This study examined the effect of nap restriction on 3- to 5-year-old habitually napping children’s emotional responding. It was predicted that the intensity of emotional stimuli would moderate the relationship between nap restriction and the magnitude of emotional responding. Specifically, following nap restriction, the emotional responses to stronger stimuli would be amplified, while the emotional responses to weaker stimuli would be reduced. Emotional stimuli, were classified into four categories: strong negative, weak negative, weak positive, and strong positive. Facial electromyography was measured to reflect preschoolers’ emotional responses. The results indicated emotional responses to both strong negative and positive stimuli were …