Tootling in an After-School Setting: Decreasing Antisocial Interactions in At-Risk Students. (October 2019)

• Record Type: Journal Article
• Authors: Kirkpatrick, Baileigh A.; Wright, Shelby; Daniels, Stephanie; Taylor, Kala L.; McCurdy, Merilee; Skinner, Christopher H.
• Is Part Of: Journal of positive behavior interventions. Volume 21:Number 4(2019)
• Page Start: 228
• Page End: 237
• Publication Date: 2019-10
• Subjects: classroom interventions -- social relationships -- elementary school -- challenging -- behavior; Behavior therapy for children -- Periodicals; Behavior therapy for teenagers -- Periodicals; 153.85
• DOI: 10.1177/1098300719851226
• Languages: English
• ISSNs: 1098-3007

Abstract

This study was designed to extend the research on tootling interventions, which involves reinforcing students' reporting of their peers' incidental prosocial behaviors. Specifically, a withdrawal design was used to determine if a tootling intervention decreased antisocial/disrespectful interactions of four, teacher-nominated students in an after-school, third-grade classroom. Visual analysis of a repeated-measures graph and effect size estimates suggested that the tootling intervention decreased these interactions. Discussion focuses on future research designed to evaluate the generalizability of tootling interventions and the effects of similar interventions over time and across dependent variables.