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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.
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]
Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: The effects of student-led tootling on disruptive behaviors of students with emotional and behavioral disorders.
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  Data: <searchLink fieldCode="AR" term="%22Thoele%2C+Jillian+M%2E%22">Thoele, Jillian M.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jillian-thoele@uiowa.edu</i><br /><searchLink fieldCode="AR" term="%22Novelli%2C+Christina%22">Novelli, Christina</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ardoin%2C+Scott+P%2E%22">Ardoin, Scott P.</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Preventing+School+Failure%22">Preventing School Failure</searchLink>. 2025, Vol. 69 Issue 4, p351-359. 9p.
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  Data: *<searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-contained+classrooms%22">Self-contained classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Behavior+modification%22">Behavior modification</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Conduct+disorders+in+children%22">Conduct disorders in children</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+illness%22">Mental illness</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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]
– Name: AbstractSuppliedCopyright
  Label:
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  Data: <i>Copyright of Preventing School Failure is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1045988X.2025.2494520
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        Text: English
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      – SubjectFull: Self-contained classrooms
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      – SubjectFull: Behavior modification
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      – SubjectFull: Teaching methods
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      – SubjectFull: Conduct disorders in children
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      – SubjectFull: Mental illness
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              Text: 2025
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