Evaluating the Use of Tootling for Improving Upper Elementary/Middle School Students' Disruptive and Appropriate Behavior
Year: 2014
Type: dissertation
Study design: Clinical Trial
Abstract: The purpose of the current study was to extend the literature on a positive peer reporting procedure called Tootling. There has been limited research on the effectiveness of the Tootling intervention for reducing disruptive behavior in the classroom (Cihak, Kirk, & Boon, 2009; Lambert, 2012). Additionally, Tootling has primarily been utilized with lower elementary school students, and the present study evaluated the intervention procedures with upper elementary/middle school students (i.e., sixth and seventh grades). The current study also examined the effects of the Tootling intervention on individual target students referred for disruptive behavior in addition to classwide student behavior. An ABAB design across three classrooms was used to evaluate the efficacy of Tootling. Dependent variables consisted of disruptive as well as appropriate student behavior both classwide and for target students and were measured using a 10 second momentary time sampling procedure. Additionally, Tootling included an interdependent group contingency and posted feedback towards the class goal. Overall, increases in appropriate behavior and decreases in disruptive behavior were observed both at the classwide and individual student levels. Considerations for future research as well as limitations and implications for practice are discussed.
Author: Abigail Melanie Lambert
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W182857313