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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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
- Positive peer reports
- Classwide positive behavior supports
- Classroom management
- Group contingency