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ERIC Number: EJ863378
Record Type: Journal
Publication Date: 2009-Dec
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1053-0819
Effects of Classwide Positive Peer "Tootling" to Reduce the Disruptive Classroom Behaviors of Elementary Students with and without Disabilities
Cihak, David F.; Kirk, Emily R.; Boon, Richard T.
Journal of Behavioral Education, v18 n4 p267-278 Dec 2009
The purpose of this study was to examine the use of a classwide positive peer reporting intervention known as "tootling" in conjunction with a group contingency procedure to reduce the number of disruptive behaviors in a third-grade inclusive classroom. Nineteen elementary students including four students with disabilities (i.e., specific learning disabilities and/or attention deficit hyperactivity disorder) were taught how to report their classmates' positive behaviors using the "tootling" intervention. Results indicated that the use of the "tootling" intervention in combination with a group contingency procedure decreased students' disruptive classroom behaviors, establishing a functional relation. Limitations of the study, implications for using tootling as a classwide positive behavior support, and future research questions are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A