Daniel Tingstrom | University of Southern Mississippi (original) (raw)

Papers by Daniel Tingstrom

Journal of Psychoeducational Assessment, Mar 1, 1990

ACCURACY OF MOMENTARY TIME-SAMPLNG 75 In school settings, the professional most likely to be know... more ACCURACY OF MOMENTARY TIME-SAMPLNG 75 In school settings, the professional most likely to be knowledgeable about behavioral assessment and trained in the use of systematic observation procedures is the school psychologist. Because the availability of school ...

Journal of Social Behavior and Personality, 1992

Experienced authors are familiar with the traditional types of letters from journal editors. acce... more Experienced authors are familiar with the traditional types of letters from journal editors. accept, reject, and revise/resubmit. An increasingly evident fourth type of letter is reject/resubmit, whose benefits are a potentially quicker turnaround time, and slightly better chance of publication. The costs, however, include extra work for editors, reviewers, and authors. Editors are urged to consider these costs and benefits and to accurately communicate to authors about their chances for publication when deciding which type of letter to write

Psychology in the Schools, Dec 15, 2020

A number of researchers have found behavior-specific praise (BSP) to be an effective strategy for... more A number of researchers have found behavior-specific praise (BSP) to be an effective strategy for increasing student academic engagement. Performance feedback is often used to promote teacher BSP; however, variations in how performance feedback is provided have been proposed and it is unknown whether one strategy may be more effective than others. The current study compared two types of performance feedback, delayed performance feedback and real-time visual performance feedback, on the use of BSP by Head Start teachers. The primary outcome of the study was teacher use of BSP, with student academic engagement behavior being evaluated as a secondary dependent variable. Results from the study indicated that both procedures resulted in increases in teacher use of BSP, with little differentiation between performance feedback strategies. Similarly, both strategies received high ratings of social validity from participating teachers

Journal of Applied School Psychology, Dec 27, 2017

A student's first few years of schooling are critical in the development of skills needed to succ... more A student's first few years of schooling are critical in the development of skills needed to succeed in elementary and middle school. Preschool children who frequently display problem behaviors are at an increased risk for exhibiting behavior problems in formal years of schooling (Dunlap et al., 2006). If left unaddressed, behavioral problems that emerge during preschool may lead to emotional and behavioral disorders, school dropout, and continued behavior problems into adulthood (Egger & Angold, 2006). Thus, effective early intervention methods are essential for success in future years

Behavior Modification, 2019

An effective group contingency, the Good Behavior Game (GBG), has been implemented successfully w... more An effective group contingency, the Good Behavior Game (GBG), has been implemented successfully with a wide range of age groups. However, improvements in student behavior are often not observed when the GBG is abruptly terminated, and research has yet to evaluate the effects of the GBG when the frequency of implementation is reduced. The purpose of the current study was to evaluate the effect of the GBG, implemented daily initially then on a less frequent schedule. The study utilized a multiple baseline design across three kindergarten classrooms to evaluate the effectiveness and maintenance of the GBG at reducing classwide and target student disruptive behavior (DB) and increasing classwide and target student academic engagement. Reduced Frequency data were collected while withholding implementation of the GBG. The results indicate that the GBG was highly effective in improving classwide behavior, which was maintained throughout the final Reduced Frequency phase in which the GBG wa...

Journal of Positive Behavior Interventions, 2018

The present study examined the effects of tootling, a peer-mediated positive behavior interventio... more The present study examined the effects of tootling, a peer-mediated positive behavior intervention, on students’ classwide disruptive and academically engaged behavior in three general education high school classrooms. A withdrawal design was used to assess the effects of the intervention. Students wrote tootles anonymously on paper slips and placed them into a marked container. A randomized independent group contingency was used to reward students. At the end of the class period, teachers randomly drew three of the submitted tootles and rewarded students about whom the tootles were written. Teachers also randomly drew the names of two students who submitted a tootle and rewarded them as well. All three classrooms displayed decreases in classwide disruptive behavior and increases in academically engaged behavior during intervention phases. Effect size calculations for both disruptive and academically engaged behavior indicated very large overall effects. The results of this study su...

Psychology in the Schools, 2000

This study investigated the relationship between the time of scheduling of a repeated reading int... more This study investigated the relationship between the time of scheduling of a repeated reading intervention (Reading to Read) and measures of oral-reading fluency with boys with Attention Deficit-Hyperactivity Disorder, Combined Type (ADHD-CT). Participants included 6 male students (4 fourth grade and 2 fifth grade) who were diagnosed as having ADHD-CT, and who were treated medically with methylphenidate (Ritalin). All students mastered passages more quickly, and most students read passages more quickly, had fewer reading errors, and had higher rates of correct words per minute (CWPM) during intervention administered 45 minutes to 1 hour after ingestion of methylphenidate versus 3 to 4 hours after ingestion. Implications for academic instruction for students with ADHD-CT who take Ritalin are discussed.

Psychology in the Schools, Feb 15, 2017

The current study assessed the effects of a positive peer reporting procedure known as Tootling o... more The current study assessed the effects of a positive peer reporting procedure known as Tootling on classwide disruptive as well as appropriate behavior with fourth-and fifth-grade students and their teachers in two regular education classrooms. Tootling is a technique that teaches students to recognize and report peers' prosocial behavior rather than inappropriate behavior (i.e., as in tattling), and is also a variation on the expression, "tooting your own horn." Tootling combined with an interdependent group contingency and publicly posted feedback were assessed using an ABAB withdrawal design with a multiple baseline element across classrooms. Results demonstrated decreases in classwide disruptive behavior as well as increases in appropriate behavior compared with baseline and withdrawal phases across both classrooms, with results maintained at follow-up. Tootling was also rated highly acceptable by both teachers. Effect size calculations reflected moderate to strong effects across all comparisons. Limitations

Journal of Applied Behavior Analysis, Mar 1, 2000

This study replicates and extends the work of Watson (1996) in which a sign eliminated graffiti w... more This study replicates and extends the work of Watson (1996) in which a sign eliminated graffiti when posted on bathroom walls. The present study investigated the effects of three different signs on walls in six men's bathrooms located on a university campus. Posting the signs was followed by the elimination or sharp reduction of graffiti. Removal of the signs was followed by a resurgence of graffiti.

Encyclopedia of School Psychology, Oct 5, 2012

Behavior Modification, Sep 2, 2013

We evaluated the separate and combined effects of the antecedent manipulations of effective instr... more We evaluated the separate and combined effects of the antecedent manipulations of effective instruction delivery and time-in, as well as the effects of the addition of the consequent manipulation of contingent praise in a compliance training package for four elementary students displaying low levels of compliance. Four teachers were trained to introduce these components sequentially in multiple baseline across-participants designs for each of two pairs of students. All students increased compliance from below 40% during baseline to between 84% and 96% in the final treatment phase. Support was demonstrated for the separate and independent effects of the positive antecedent components of effective instruction delivery and time-in, when used alone and in combination. The addition of contingent praise either increased compliance slightly or maintained it at already high levels. Treatment integrity and implications for practitioners and school personnel are discussed, including the effectiveness and simplicity of these procedures, while also offering positive, non-coercive approaches to increasing student compliance.

Child & Family Behavior Therapy, Oct 18, 2001

ABSTRACT Restructuring an existing token economy (TE) in a psychiatric facility for children led ... more ABSTRACT Restructuring an existing token economy (TE) in a psychiatric facility for children led to increased point-earning and decreased daily trips to seclusion. Following an informal component analysis, restructuring occurred through operationalization of target behaviors and reduction of the time between receipt of token reinforcers (points) and the opportunity to exchange tokens for back-up reinforcers (privileges). Results suggest that changes with regard to the basic components of an existing TE may influence its effectiveness.

Journal of Positive Behavior Interventions, May 11, 2022

Few studies examine the effects of behavior-specific praise (BSP) in secondary classrooms, and th... more Few studies examine the effects of behavior-specific praise (BSP) in secondary classrooms, and there is limited research examining the rate of BSP that is needed to improve classwide appropriately engaged behavior (AEB) and reduce disruptive behavior (DB). Using a multiple baseline design with an embedded A/B/C/A/C condition sequence counterbalanced across pairs of teachers, this study evaluated the effects of BSP delivered once per 2 min and once per 4 min, and the relative effects of both rates of BSP on classwide AEB and DB across four secondary classrooms. Based on visual analysis and non-overlap, using BSP once per 2 min produced large and immediate improvements in classwide AEB and DB. In contrast, using BSP once per 4 min had mixed effects on classwide AEB and DB. Overall, using BSP once per 2 min was superior to using BSP once per 4 min. Limitations, directions for future research, and practical implications are discussed.

Psychology in the Schools, Jul 3, 2017

The purpose of this study was to investigate the effectiveness of a variation of the Good Behavio... more The purpose of this study was to investigate the effectiveness of a variation of the Good Behavior Game (GBG) in which teachers used ClassDojo to manage each team's progress. ClassDojo is a computerbased program that enables teachers to award students with points for demonstrating target behaviors. Dependent variables included class-wide disruptive and academically engaged behavior, teachers' ratings on the Behavior Intervention Rating Scale (BIRS), and the rate of teacher praise statements delivered in each phase. Overall, results indicated that the GBG with ClassDojo was effective at reducing disruptive behavior, increasing academically engaged behavior, and was rated as socially valid. Additionally, when the intervention was in place, increases in the amount of behavior-specific praise statements delivered were observed across all three classrooms. 1 INTRODUCTION School personnel are presented with the task of creating effective and enriched learning environments. This is often a daunting challenge, considering that personnel must be able to meet the individual academic and behavioral needs that each student presents. The utilization of technology in assessment, instruction, and intervention has the potential to facilitate effective practice within school settings (e.g., Ysseldyke & McLeod, 2007)-allowing for data-based problem solving and implementation of interventions with high levels of integrity. Much of the focus regarding the use of technology in academic settings has focused on teaching academic skills such as math and language (e.g., Hawkins, Collins, Hernan, & Flowers, 2017). Other researchers, however, have focused on the use of technology as a means of promoting appropriate behavior within the classroom. For example, Christ and Christ (2006) examined the effect of a class-wide intervention utilizing a digital scoreboard in conjunction with positive reinforcement as a means of providing feedback to students regarding demonstration of target classroom behavior. Implementation of the automated feedback device resulted in decreased levels of disruptive behavior in high school classrooms. Relatedly, Radley, Dart, and O'Handley (2016) utilized a positive reinforcement procedure coupled with a decibel meter in classrooms as a means of addressing behavior of first grade students-finding the procedure to result in decreased noise level and increase academic engagement during intervention periods. Kraemer, Davies, Arndt, and

Behavior Modification, 2008

This study evaluates the effects of positive antecedent (effective instruction delivery and time-... more This study evaluates the effects of positive antecedent (effective instruction delivery and time-in) and consequent components (contingent praise) on the compliance of 4 children in a clinic setting. Results suggest that the use of effective instruction delivery alone increased compliance above baseline levels for the 4 children and that the additions of time-in and contingent praise further increased compliance for 3 of the 4 children. All three positive treatment components resulted in compliance greater than 80% for all children. Compliance levels were maintained at 1-month follow-up for 2 children. Results are discussed in terms of the benefits to using all of the positive components in compliance training.

Journal of Positive Behavior Interventions, Jan 10, 2020

Disruptive behavior (DB) negatively affects the learning process in various ways, interfering wit... more Disruptive behavior (DB) negatively affects the learning process in various ways, interfering with the educational process of individual students, the teacher, and/or the class as a whole. Group contingency interventions, such as the Good Behavior Game (GBG), are often used classwide to provide teachers with evidence-based management strategies while improving student behavior. In the present study, we evaluated the effects of a streamlined, no-teams version of the GBG in general education high school classrooms. Although the GBG has been assessed in a variety of settings, it has limited empirical evidence for use with secondary-level students, indicating a significant need for such an evaluation. The effects of the intervention were determined with an A/B/A/B single-case withdrawal design in three classrooms (ninth, 10th, and 11th grades). The results of the study indicated that the no-team version of the GBG was effective at reducing levels of DB and increasing levels of academic engagement in each classroom. Furthermore, the intervention procedures were found to be acceptable to each of the teachers, indicating that the streamlined version of the GBG is an efficient and effective strategy for improving student behavior in high school classrooms.

School Psychology Review, Mar 1, 2019

The current study was designed to evaluate the effects of a tootling intervention, in which stude... more The current study was designed to evaluate the effects of a tootling intervention, in which students report on peers' appropriate behavior, modified to incorporate ClassDojo technology, on class-wide disruptive behavior and academically engaged behavior. An A-B-A-B withdrawal design was used to evaluate the effects of the intervention in 3 fifth-grade classrooms. Student-produced tootles were recorded using the ClassDojo website and displayed to students via projector. Reinforcement for tootling was provided through an interdependent group contingency based on the number of tootles produced. Results indicated substantial and meaningful decreases in class-wide disruptive behaviors and increases in academically engaged behaviors during intervention phases compared to baseline and withdrawal phases across all three classrooms. Limitations, implications for practice, and directions for future research are discussed.

Education and Treatment of Children, Feb 1, 2005