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Direct linkCrewdson, Margaret; Richardson, Robert D.; Skinner, Christopher H.; Fowler, Kristen; Wright, Shelby – TEACHING Exceptional Children, 2023
Tootling is a classwide, peer-mediated intervention created to encourage desired classroom behaviors and enhance students' awareness of classmates' incidental prosocial behaviors (Cashwell et al., 2001; Skinner et al., 2000). This intervention was named Tootling by combining the word "tattling," which is a type of peer reporting, and the…
Descriptors: Peer Relationship, Intervention, Behavior Modification, Behavior Problems
Wright, Shelby; Skinner, Christopher H.; Kirkpatrick, Baileigh A.; Daniels, Stephanie; Moore, Tara; Crewdson, Margaret – Education and Treatment of Children, 2021
A withdrawal design was used to evaluate the effects of a tootling intervention targeting a specific, recently trained social skill, providing compliments, displayed by first-grade students while they engaged in a regularly scheduled, small-group math activity. The tootling intervention, called the Catching Compliments Game, included publicly…
Descriptors: Behavior Modification, Prosocial Behavior, Grade 1, Elementary School Students
Wright, Shelby; Skinner, Christopher H.; Crewdson, Margaret; Moore, Tara; McCurdy, Merilee; Coleman, Mari Beth; Rocconi, Louis M. – School Psychology, 2022
The present study was designed to extend research on supplementing social skills training (SST) with a Tootling intervention to enhance student performance of social skills in authentic social contexts. The Tootling intervention included an interdependent group contingency with randomly selected criteria, which involved the after-school class…
Descriptors: Intervention, Behavior Modification, At Risk Students, Elementary School Students
Kirkpatrick, Baileigh A.; Wright, Shelby; Daniels, Stephanie; Taylor, Kala L.; McCurdy, Merilee; Skinner, Christopher H. – Journal of Positive Behavior Interventions, 2019
This study was designed to extend the research on tootling interventions, which involves reinforcing students' reporting of their peers' incidental prosocial behaviors. Specifically, a withdrawal design was used to determine if a tootling intervention decreased antisocial/disrespectful interactions of four, teacher-nominated students in an…
Descriptors: Antisocial Behavior, At Risk Students, After School Programs, Intervention
Coles, Jeremy T.; Skinner, Christopher H.; Best, Tiffany L.; Wood, Allison; Luna, Elisa; Adcock, Wes – Journal of Applied School Psychology, 2013
The authors used a withdrawal design to evaluate an intervention designed to decrease interruptions during small-group instruction in a Kindergarten class. A new rule was put into place; during teacher-led small-group instruction, those not in the small group were required to address questions to designated student leaders, as opposed to…
Descriptors: Intervention, Small Group Instruction, Kindergarten, Student Leadership
Peer reviewedSkinner, Christopher H.; Cashwell, Tammy H.; Skinner, Amy L. – Psychology in the Schools, 2000
Study examines a withdrawal design investigating a corollary system of student reports of peers' prosocial behaviors among fourth grade students. Although first intervention phase showed much variability, subsequent phases showed an intervention composed of public posting and interdependent group contingencies increased prosocial behavior reports.…
Descriptors: Behavior Modification, Elementary School Students, Grade 4, Interpersonal Competence
Wallace, Monica A.; Cox, Elizabeth A.; Skinner, Christopher H. – School Psychology Review, 2003
A withdrawal design was used to evaluate the effects of a multicomponent intervention on independent seatwork and student-teacher interactions in a student with mild mental retardation. During the intervention phase, long assignments were changed to multiple, briefer assignments. After completing each brief assignment, the student recruited social…
Descriptors: Assignments, Intervention, Mild Mental Retardation, Social Reinforcement
