Effects of Classwide Positive Peer 'Tootling' to Reducethe Disruptive Classroom Behaviors of ElementaryStudents with and without Disabilities

摘要

The purpose of this study was to examine the use of a classwide positivepeer reporting intervention known as "tootling" in conjunction with a group con-tingency procedure to reduce the number of disruptive behaviors in a third-gradeinclusive classroom. Nineteen elementary students including four students withdisabilities (i.e., specific learning disabilities and/or attention deficit hyperactivitydisorder) were taught how to report their classmates' positive behaviors using the"tootling" intervention. Results indicated that the use of the "tootling" interventionin combination with a group contingency procedure decreased students' disruptiveclassroom behaviors, establishing a functional relation. Limitations of the study,implications for using tootling as a classwide positive behavior support, and futureresearch questions are discussed.