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Effects of Classwide Positive Peer “Tootling” to Reduce the Disruptive Classroom Behaviors of Elementary Students with and without Disabilities

Journal of Behavioral Education volume 18, pages 267–278 (2009)Cite this article

Abstract

The purpose of this study was to examine the use of a classwide positive peer reporting intervention known as “tootling” in conjunction with a group contingency procedure to reduce the number of disruptive behaviors in a third-grade inclusive classroom. Nineteen elementary students including four students with disabilities (i.e., specific learning disabilities and/or attention deficit hyperactivity disorder) were taught how to report their classmates’ positive behaviors using the “tootling” intervention. Results indicated that the use of the “tootling” intervention in combination with a group contingency procedure decreased students’ disruptive classroom behaviors, establishing a functional relation. Limitations of the study, implications for using tootling as a classwide positive behavior support, and future research questions are discussed.

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Authors and Affiliations

  1. Department of Theory & Practice in Teacher Education, The University of Tennessee, 1126 Volunteer Boulevard, A412 Jane and David Bailey Education Complex, Knoxville, TN, 37996-3442, USA

    David F. Cihak & Emily R. Kirk

  2. The University of Georgia, Athens, GA, USA

    Richard T. Boon

Authors
  1. David F. Cihak
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  2. Emily R. Kirk
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  3. Richard T. Boon
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Correspondence to David F. Cihak.

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Cihak, D.F., Kirk, E.R. & Boon, R.T. Effects of Classwide Positive Peer “Tootling” to Reduce the Disruptive Classroom Behaviors of Elementary Students with and without Disabilities. J Behav Educ 18, 267–278 (2009). https://doi.org/10.1007/s10864-009-9091-8

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  • DOI: https://doi.org/10.1007/s10864-009-9091-8

Keywords

  • Positive peer reports
  • Classwide positive behavior supports
  • Inclusion
  • Classroom management
  • Group contingency