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ERIC Number: EJ1132760
Record Type: Journal
Publication Date: 2017-Apr
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0033-3085
Effects of Tootling on Classwide Disruptive and Academically Engaged Behavior of General-Education High School Students
Lum, John D. K.; Tingstrom, Daniel H.; Dufrene, Brad A.; Radley, Keith C.; Lynne, Shauna
Psychology in the Schools, v54 n4 p370-384 Apr 2017
Considered the opposite of tattling, "Tootling" is a positive peer-reporting procedure in which students report their classmates' positive prosocial behavior instead of inappropriate behavior and employs other well-established behavior analytic principles. This study examined the effects of Tootling on students' behavior in three general-education high school classrooms. Students wrote and then submitted tootles into a marked container. Teachers recorded the number of tootles on publicly posted progress charts, and read a sample of tootles at the end of the class period. An interdependent group contingency procedure was used along with a class goal of the number of tootles needed to earn the class a reward. An A-B-A-B withdrawal design with follow-up found decreases in classwide disruptive behavior and increases in academically engaged behavior across classrooms. Results suggest that Tootling can provide high school teachers a method for positively reinforcing students' prosocial behavior, and function as a preventative measure against disruptive behavior. Issues related to social validity and directions for future research are discussed.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A