Effects of Tootling on Classwide Disruptive and Academically Engaged Behavior of General-Education High School Students (original) (raw)
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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...
Psychology in the Schools, 2000
In most educational ecologies, attention and consequences are focused on inappropriate behavior. Often students observe and report peers' antisocial behavior (i.e., tattle) and teachers investigate and consequent (i.e., punish) those behaviors. In the current study, a withdrawal design was used to investigate a corollary system. Fourth-grade students were trained to observe and report peers' prosocial behaviors (i.e., tootle), and interdependent group contingencies and public posting were used to reinforce those reports. Although the first intervention phase showed much variability, subsequent phases showed that an intervention composed of public posting and interdependent group contingencies increased prosocial behavior reports. Results are discussed in terms of using this system to increase student and teacher awareness of and reinforcement for incidental prosocial behaviors.
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...
Positive Peer Reporting (PPR) and Tootling are interventions designed to improve children's positive behavior and decrease peer rejection. Research is limited for both interventions, including dependent variables for appropriate behavior. The current study assessed PPR and a combination of PPR and Tootling for decreasing inappropriate behavior and increasing appropriate behavior. Behavior was also observed a second time to assess for generalization. Results showed that PPR and PPR with Tootling both reduced inappropriate behavior for four children referred for peer rejection and who exhibited inappropriate behavior in the classroom. There were no differences between the two interventions for inappropriate and appropriate behavior. Implications for school psychologists and educational professionals are discussed.
The Effects of Tootling via ClassDojo on Student Behavior in Elementary Classrooms
School Psychology Review, 2019
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.
Efficacy of a No-Team Version of the Good Behavior Game in High School Classrooms
Journal of Positive Behavior Interventions, 2020
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.
Journal of the Society for Social Work and Research, 2020
We tested the hypothesis that the positive impact of STARS (Self-Management Training and Regulation Strategy) participation on disruptive classroom behavior was mediated by improvements in teacher-perceived self-control, social competency, and student-teacher relationships. Method: Using a classroom block randomized design in six urban schools, we relied on the responses of 42 teachers who screened 762 fourth-and fifth-grade students to identify 108 students (x age 5 10.3 years, range: 8.8-11.8 years) with elevated levels of teacher-rated disruptive behavior. These students were randomly placed in either the STARS (n 5 60) or a control condition (n 5 48). Results: Controlling for pretest differences, a path model revealed that STARS students experienced significant changes in posttest assessments of disruptive classroom behavior (d 5 .46) as well as significant changes in the key program targets of perceived autonomy, social competence, and student-teacher relations. Increases in social competence-a core STARS program target-appear to fully mediate posttest changes in disruptive classroom behavior. Conclusions: Findings indicate that providing social competence training, using structured and formative feedback sessions, and providing increased opportunities for struggling students to practice skills leads to improvements in challenging classroom behaviors.