The effects of student-led tootling on disruptive behaviors of students with emotional and behavioral disorders.
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| Title: | The effects of student-led tootling on disruptive behaviors of students with emotional and behavioral disorders. |
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| Authors: | Thoele, Jillian M.1 (AUTHOR) jillian-thoele@uiowa.edu, Novelli, Christina2 (AUTHOR), Ardoin, Scott P.2 (AUTHOR) |
| Source: | Preventing School Failure. 2025, Vol. 69 Issue 4, p351-359. 9p. |
| Subject Terms: | *Student engagement, *Self-contained classrooms, *Behavior modification, *Teaching methods, Conduct disorders in children, Mental illness |
| Abstract: | Teachers in self-contained behavioral classrooms need effective and feasible class-wide behavior management strategies to address their students' diverse academic and behavioral needs. This study evaluated the effects of Tootling, a positive peer reporting intervention, on class-wide disruptive behaviors and academic engagement. Using a withdrawal design with an embedded alternating treatment design, we investigated the effects of student- and teacher-led Tootling on students with emotional and behavioral disorders (EBD) in a self-contained classroom. A concurrent-chain preference assessment was used to measure students' preferences for Tootling variations (i.e. teacher, student, or none). Preliminary results demonstrated that both student-led and teacher-led versions of Tootling decreased disruptive behaviors and increased academic engagement. Furthermore, students and the teacher preferred student-led Tootling. Limitations and directions for future research are discussed. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Teachers in self-contained behavioral classrooms need effective and feasible class-wide behavior management strategies to address their students' diverse academic and behavioral needs. This study evaluated the effects of Tootling, a positive peer reporting intervention, on class-wide disruptive behaviors and academic engagement. Using a withdrawal design with an embedded alternating treatment design, we investigated the effects of student- and teacher-led Tootling on students with emotional and behavioral disorders (EBD) in a self-contained classroom. A concurrent-chain preference assessment was used to measure students' preferences for Tootling variations (i.e. teacher, student, or none). Preliminary results demonstrated that both student-led and teacher-led versions of Tootling decreased disruptive behaviors and increased academic engagement. Furthermore, students and the teacher preferred student-led Tootling. Limitations and directions for future research are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1045988X |
| DOI: | 10.1080/1045988X.2025.2494520 |
