The Effects of Tootling via ClassDojo on Student Behavior in Elementary Classrooms (original) (raw)
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Psychology in the Schools, 2017
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
Effects of Tootling on Classwide Disruptive and Appropriate Behavior of Upper-Elementary Students
Behavior modification, 2014
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 stron...
Tootling With a Randomized Independent Group Contingency to Improve High School Classwide Behavior
Journal of Positive Behavior Interventions, 2018
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, 2018
ClassDojo and Tootling are two intervention techniques rooted in behavioral theory used in classwide behavior management purposes. ClassDojo is a technology-based behavior tracking system, allowing users to provide or remove points to students based on their classroom behaviors. Tootling provides students with the opportunity to deliver positive feedback to their peers in the form of tootles. The goal of the current study was to evaluate the effects of ClassDojo alone and Tootling plus ClassDojo for decreasing the problem behavior in a postsecondary classroom. Participants included seven emerging adult students (19-24 years old) with intellectual disabilities in a Comprehensive Transitional Program at a major university. A single subject A/A + B + C alternating treatment design was implemented to compare the intervention conditions in both baseline and ongoing control conditions. Visual analysis suggested that the ClassDojo-alone condition produced the greatest reduction in problem behavior for the classroom as a whole and across most individual students. Further, there were strong effects using nonoverlap of all pairs of both ClassDojo and Tootling plus ClassDojo relative to baseline conditions. Limitations of the study, implication for practice, and future research are discussed.
A Multi-Component intervention designed to reduce disruptive classroom behavior
Psychology in the Schools, 2000
The intent of this article was to present an on-going line of research that has focused on the design of an effective, easily implemented, economical, and parsimonious treatment for disruptive classroom behavior in both general and special education students. This multi-component treatment has evolved to include mystery motivators, token economy with response cost, and antecedent strategies (i.e., public posting of classroom rules, and teacher movement) delivered within a group contingency format. Based on report data, the treatment in this research was well received by the teachers and students. Further, due to the substantial treatment effect, ease of implementation, and relatively low investment of teacher time, the multi-component intervention became a consistent choice by the teachers for classroom management.
Classroom behavioral management systems are widely known and used in education, especially for young learners as they often have a lower level of self- regulation than teenagers and adults. (Krach, Mccreery, & Rimel, 2016) indicated that teachers have various ways of charting students’ behaviors which can be their own systems, computer-based ones or even no systems at all. Most teachers keep a paper- based or computer-based class record to write down children’s behaviors in order to report them to their parents later on. Many also use reward and punishment systems such as classroom charts or star systems to better manage students’ behaviors in class. However, with the advancement of technology, a new form of digital classroom behavioral management system was introduced in 2011 and since then has been in favor of many teachers all over the world – ClassDojo.
Use of a technology-enhanced version of the good behavior game in an elementary school setting
Psychology in the Schools, 2017
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
Improving Student Achievement by Improving Student Behavior: Prevention in Action
2011
Misbehaving students are typically low achieving, or at least, underperforming students. These students often negatively affect the learning of other students. Efforts to systematically and effectively implement behavioral management systems in the schools produce variable results. Indeed, the fidelity of treatment implementation may serve as the largest source of variance regarding the outcome of school-based behavioral intervention programs designed to address disruptive and off-task learning behavior. This article describes use of a web-based software program, the Review 360i, developed by researchers at the University of Houston, to facilitate a more effective implementation of a contingency management classroom-based behavioral system where students earn increasing privileges and rewards based upon their ability to demonstrate greater behavioral control. Case studies and research will be presented and discussed which will illustrate how technology can be used to reduce barriers...