The Effectiveness of Tootling in an Elementary Special Education Classroom

Location

CSU Ballroom

Start Date

2-4-2019 2:00 PM

End Date

2-4-2019 3:30 PM

Student's Major

Psychology

Student's College

Social and Behavioral Sciences

Mentor's Name

Alexandra Panahon

Mentor's Department

Special Education

Mentor's College

Education

Second Mentor's Name

Carlos Panahon

Second Mentor's Department

Psychology

Second Mentor's College

Social and Behavioral Sciences

Description

Many teachers struggle to manage students' classroom behavior (Lum, Tingstrom, Dufrene, Radley, & Lynne, 2017). Students and teachers tend to focus on disruptive behavior, which can lead to ignoring prosocial classroom behavior. Tootling is a class-wide intervention that helps students and teachers focus on prosocial behaviors rather than disruptive behaviors. Tootling is the opposite of tattling: instead of a student reporting on peer disruptive behaviors, students report on peer prosocial behaviors (e.g., a student sharing with another student). During the tootling intervention, students set a goal of how many tootles are needed to earn a class wide reinforcement (e.g., a pizza party). Researchers have found that tootling was effective in decreasing disruptive behaviors and increasing prosocial behaviors in the general education classroom (Cihak, Kirk & Boon, 2009). This project will be conducted in a middle school special education classroom and will use an ABAB withdrawal design with follow up. Students' disruptive and prosocial behaviors will be measured. After data collection, a social validity scale will be given to the teacher regarding the perceived ease of intervention implementation. At a two-week follow-up, maintenance data on disruptive and prosocial behaviors will be collected to investigate the durability of the effects of tootling. Preliminary results and implications of the findings will be discussed. We predict that implementing tootling in the special education classroom will result in an increase in students' prosocial behaviors and a decrease in disruptive behaviors.

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Apr 2nd, 2:00 PM Apr 2nd, 3:30 PM

The Effectiveness of Tootling in an Elementary Special Education Classroom

CSU Ballroom

Many teachers struggle to manage students' classroom behavior (Lum, Tingstrom, Dufrene, Radley, & Lynne, 2017). Students and teachers tend to focus on disruptive behavior, which can lead to ignoring prosocial classroom behavior. Tootling is a class-wide intervention that helps students and teachers focus on prosocial behaviors rather than disruptive behaviors. Tootling is the opposite of tattling: instead of a student reporting on peer disruptive behaviors, students report on peer prosocial behaviors (e.g., a student sharing with another student). During the tootling intervention, students set a goal of how many tootles are needed to earn a class wide reinforcement (e.g., a pizza party). Researchers have found that tootling was effective in decreasing disruptive behaviors and increasing prosocial behaviors in the general education classroom (Cihak, Kirk & Boon, 2009). This project will be conducted in a middle school special education classroom and will use an ABAB withdrawal design with follow up. Students' disruptive and prosocial behaviors will be measured. After data collection, a social validity scale will be given to the teacher regarding the perceived ease of intervention implementation. At a two-week follow-up, maintenance data on disruptive and prosocial behaviors will be collected to investigate the durability of the effects of tootling. Preliminary results and implications of the findings will be discussed. We predict that implementing tootling in the special education classroom will result in an increase in students' prosocial behaviors and a decrease in disruptive behaviors.

Recommended Citation

McCorkell, Brennah and Mia Hansen. "The Effectiveness of Tootling in an Elementary Special Education Classroom." Undergraduate Research Symposium, Mankato, MN, April 2, 2019.
https://cornerstone.lib.mnsu.edu/urs/2019/poster-session-B/17