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A withdrawal design was used to evaluate the effects of a tootling intervention targeting a specific, recently trained social skill, providing compliments, displayed by first-grade students while they engaged in a regularly scheduled, small-group math activity. The tootling intervention, called the Catching Compliments Game, included publicly posted feedback and an interdependent group-oriented contingency, which involved the entire class earning rewards for reporting their observations of classmates providing compliments. Visual analysis of a repeated-measures graph suggested that the intervention caused immediate increases in students' complimenting peers while engaged in a small-group math activity. These results extend research on tootling interventions by providing evidence that they can cause increases in the behaviors that students are reporting, in this case, students complimenting peers. Discussion focuses on study limitations, future research, and the applied implications associated with supplementing social skills training with tootling., Author(s): Shelby Wright [sup.1], Christopher H. Skinner [sup.1], Baileigh A. Kirkpatrick [sup.1], Stephanie Daniels [sup.1], Tara Moore [sup.1], Margaret Crewdson [sup.1] Author Affiliations: (1) grid.411461.7, 0000 0001 2315 1184, University [...]

AbstractWhile social skills training allows students to acquire social skills, often it does not enhance their performance of those skills outside the social skills training context. A withdrawal design was used to determine if a modified Tootling intervention could enhance at-risk, first-grade students’ performance of two recently trained social skills (complimenting and encouraging) as they played. Following social skills training, baseline data was collected as students played a modified Jenga game in small groups. During the intervention phase, a Tootling intervention was added and the class earned a group reward contingent upon their reports of peers engaging in these recently trained social skills. After Tootling was withdrawn, it was reinstated. Analysis of class-wide data shows immediate and large (effect size estimates) increases in compliments and encouragements each time Tootling was applied, and an immediate decrease when Tootling was withdrawn. These findings suggest that the modified Tootling intervention enhanced performance of these social skills while students played. Discussion focuses on future research designed to determine if Tootling can cause meaningful increases in social skill development by increasing students’ performance of social skills across social contexts.Impact StatementSocial skills training allows students to acquire social skills, but typically does not result in students performing these behaviors in other social contexts. A peer-mediated intervention known as Tootling, which involves students being reinforced for reporting classmates’ performance of recently trained social skills (i.e., providing encouragements and compliments), caused large and immediate increases in first-grade students’ performance of these prosocial behaviors as they engaged in a small-group game.

Currently, all weathering testing is done using either an outdoor exposure location or indoor accelerated testing equipment. These two major test types are not the same. Accelerated tests are made [...]

To link to full-text access for this article, visit this link: http://dx.doi.org/10.1016/j.annemergmed.2006.03.015 Byline: David Lockey, Kate Crewdson, Gareth Davies Abstract: Survival from traumatic cardiac arrest is poor, and some consider resuscitation of this patient group futile. This study identified survival rates and characteristics of the survivors in a physician-led out-of-hospital trauma service. The results are discussed in relation to recent resuscitation guidelines. Author Affiliation: London Helicopter Emergency Medical Service, Royal London Hospital, London, United Kingdom. Article History: Received 29 September 2005; Revised 5 January 2006; Revised 2 March 2006; Accepted 13 March 2006 Article Note: (footnote) Supervising editor: Judd E. Hollander, MD Author contributions: DL conceived and designed the study. KC collected the data. All 3 authors substantially contributed to the writing of the manuscript. DL takes responsibility for the paper as a whole. Funding and support: The authors report this study did not receive any outside funding or support. Publication dates: Available online April 27, 2006.

Introduction We describe the use of a variety of wound management strategies to prevent amputation, optimise wound healing and improve the quality of life of a patient with diabetic foot [...]

Incorporating gas heated reforming (GHR) technology into autothermal reforming (ATR)-based GTL processes offers combined benefits of significantly higher carbon efficiency and lower capital cost. The two reformers can be linked [...]

Owners and developers of real estate properties can accurately predict risk and potential liability in outsourcing development services by understanding the various legal and financial concerns surrounding such agreements. There are specific risks that need to be examined when outsourcing development services. These include pre-development activities, design-related issues, right to evaluate and approve design and construction contracts, and accounting control.

BackgroundVaccine-induced thrombosis and thrombocytopenia (VITT) is a rare complication following ChAdOx1 nCoV-19 vaccination. Cerebral venous sinus thrombosis (CVST) is overrepresented in VITT and is often associated with multifocal venous thromboses, concomitant hemorrhage and poor outcomes. Hitherto, endovascular treatments have not been reviewed in VITT-related CVST.MethodsPatient records from a tertiary neurosciences center were reviewed to identify patients who had endovascular treatment for CVST in VITT.ResultsPatient records from 1 January 2021 to 20 July 2021 identified three patients who underwent endovascular treatment for CVST in the context of VITT. All were female and the median age was 52 years. The location of the CVST was highly variable. Two-thirds of the patients had multifocal dural sinus thromboses (sigmoid, transverse, straight and superior sagittal) as well as internal jugular vein thromboses. Intracerebral hemorrhage occurred in all patients; subarachnoid blood was noted in two of them, and intraparenchymal hemorrhage occurred in all. There was one periprocedural parenchymal extravasation which abated on temporary cessation of anticoagulation. Outcome data revealed a 90-day modified Rankin Scale (mRS) score of 2 in all cases.ConclusionsWe demonstrate that endovascular treatment for VITT-associated CVST is feasible and can be safe in cases that deteriorate despite medical therapy. Extensive clot burden, concomitant hemorrhage, rapid clinical progression and persistent rises in intracranial pressure should initiate multidisciplinary team discussion for endovascular treatment in appropriate cases.

Accelerated techniques predict relative durability sooner, helping speed longer-lived coatings to market The last ten years have seen significant advances in the development of new automobile coatings. However, methods of [...]

How two gay drugrunners changed the FDA There is nothing in the heterosexual experience that remotely coincides with being gay in America today. The experiences that come closest are mercifully [...]

I am writing this in Los Angeles, where I arrived yesterday from New York. I am happy to be here, not only because the mid-January temperature is 40 degrees warmer, [...]

As a children's librarian and mother of three, I practice the six early literacy skills with children nearly every day. I sing alphabet songs, perform silly puppet shows, and read [...]

The primary reforming furnace is the most expensive and most highly stressed item of equipment in an ammonia plant. In the interests of energy-economy, reforming furnaces have been asked to [...]

AbstractThe purpose of this study was to explore whether or not English learners (ELs) have the same annual rates of reading progress as non-EL counterparts in Grades 1 through 3 when accounting for beginning-of-the-year reading levels, economic disadvantage, and classroom effects. Though significant differences between ELs and non-ELs were found, regression analyses indicated that large portions of the differences in growth between ELs and non-ELs are attributable to economic disadvantage and classroom effects, suggesting that contextual variables matter more than English language status. Furthermore, a large portion of ELs from across English oral language proficiency levels make typical or well above typical progress. These results suggest that interventionists should use the same goal setting and intervention evaluation procedures for EL students that are used in the general population. Rather than lowering expectations for reading progress, educators should boost intervention potency when ELs are not meeting growth goals.