Journal article
The effects of student-led tootling on disruptive behaviors of students with emotional and behavioral disorders
Preventing school failure, Vol.69(4), pp.351-359
10/02/2025
DOI: 10.1080/1045988X.2025.2494520
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.
Details
- Title: Subtitle
- The effects of student-led tootling on disruptive behaviors of students with emotional and behavioral disorders
- Creators
- Jillian M. Thoele - Univ Iowa, Iowa City, IA USAChristina Novelli - University of GeorgiaScott P. Ardoin - University of Georgia
- Resource Type
- Journal article
- Publication Details
- Preventing school failure, Vol.69(4), pp.351-359
- DOI
- 10.1080/1045988X.2025.2494520
- ISSN
- 1045-988X
- eISSN
- 1940-4387
- Publisher
- Taylor & Francis
- Number of pages
- 9
- Grant note
- Office of Special Education Programs, Office of Special Education and Rehabilitative Services
- Language
- English
- Electronic publication date
- 04/24/2025
- Date published
- 10/02/2025
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984821347102771
Metrics
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