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Evaluating the Effects of Tootling When Implemented in Special Education Classrooms.

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Title: Evaluating the Effects of Tootling When Implemented in Special Education Classrooms.
Authors: Ray, Jannine E. (AUTHOR), Panahon, Carlos J. (AUTHOR), Hilt-Panahon, Alexandra (AUTHOR), Petersen-Brown, Shawna (AUTHOR), Filter, Kevin (AUTHOR)
Source: Journal of Behavioral Education. Sep2025, Vol. 34 Issue 3, p673-693. 21p.
Subjects: Special education, Behavior modification, Prosocial behavior, Behavior disorders, Participation, Educational intervention, Attention
Abstract: Managing student behavior in special education classrooms can be difficult, particularly with students with social-emotional and behavioral challenges. Effective classroom behavior management strategies maximize academic instruction time and decrease disruptive behavior. Tootling is a multicomponent classwide behavior intervention that involves students monitoring and reporting other students' behaviors. Tootling has proven to be effective in decreasing disruptive behavior, increasing prosocial behavior, and increasing on-task behavior in the general education classroom. Special education classrooms may be another important setting for tootling implementation, but additional research is needed. The current study used a multiple baseline design across settings to examine the effectiveness of a tootling intervention in three special education classrooms with students who exhibit behavior difficulties. Results of the study demonstrated that the tootling intervention is effective in increasing on-task behavior with a sample of students in special education exhibiting behavioral difficulties. The tootling intervention was also effective in decreasing disruptive behavior, but not effective in increasing prosocial behavior. Additional research is needed to investigate the effectiveness of tootling in a variety of settings and with students with a variety of needs. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature 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: Psychology and Behavioral Sciences Collection
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  Data: Evaluating the Effects of Tootling When Implemented in Special Education Classrooms.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Sep2025, Vol. 34 Issue 3, p673-693. 21p.
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  Data: <searchLink fieldCode="DE" term="%22Special+education%22">Special education</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+modification%22">Behavior modification</searchLink><br /><searchLink fieldCode="DE" term="%22Prosocial+behavior%22">Prosocial behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+disorders%22">Behavior disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink>
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  Data: Managing student behavior in special education classrooms can be difficult, particularly with students with social-emotional and behavioral challenges. Effective classroom behavior management strategies maximize academic instruction time and decrease disruptive behavior. Tootling is a multicomponent classwide behavior intervention that involves students monitoring and reporting other students' behaviors. Tootling has proven to be effective in decreasing disruptive behavior, increasing prosocial behavior, and increasing on-task behavior in the general education classroom. Special education classrooms may be another important setting for tootling implementation, but additional research is needed. The current study used a multiple baseline design across settings to examine the effectiveness of a tootling intervention in three special education classrooms with students who exhibit behavior difficulties. Results of the study demonstrated that the tootling intervention is effective in increasing on-task behavior with a sample of students in special education exhibiting behavioral difficulties. The tootling intervention was also effective in decreasing disruptive behavior, but not effective in increasing prosocial behavior. Additional research is needed to investigate the effectiveness of tootling in a variety of settings and with students with a variety of needs. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature 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: 10.1007/s10864-024-09544-w
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        Text: English
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              Text: Sep2025
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