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- Title
EFFECTS OF TOOTLING ON CLASSWIDE DISRUPTIVE AND ACADEMICALLY ENGAGED BEHAVIOR OF GENERAL-EDUCATION HIGH SCHOOL STUDENTS.
- Authors
Lum, John D. K.; Tingstrom, Daniel H.; Dufrene, Brad A.; Radley, Keith C.; Lynne, Shauna
- Abstract
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.
- Subjects
PROSOCIAL behavior; PSYCHOLOGY of high school students; REWARDS &; punishments in education; REINFORCEMENT (Psychology); EDUCATIONAL psychology
- Publication
Psychology in the Schools, 2017, Vol 54, Issue 4, p370
- ISSN
0033-3085
- Publication type
Article
- DOI
10.1002/pits.22002