Previous tootling literature has demonstrated positive effects of the intervention when implemented in settings from elementary school (e.g., Skinner, Cashwell, & Skinner, 2000) to high school (e.g., Lum et al., 2019). Several studies have shown meaningful effects for the tootling intervention on increasing class-wide academically engaged behavior (AEB) and decreasing disruptive behaviors (DB) (e.g., Cihak et al., 2009). However, no studies in the current literature have examined the effects of the individual components of the tootling intervention on class-wide behaviors. The current study sought to examine the effects of the written component of the tootling intervention on class-wide levels of AEB and DB by comparing traditional tootling to a comparison writing procedure and a no-treatment control condition. Although this study demonstrated variable results, it is the first study to shed light on the importance of looking at the individual components of the tootling intervention. The results and outcomes of the study are discussed.
","abstract_html":"<p>Previous tootling literature has demonstrated positive effects of the intervention when implemented in settings from elementary school (e.g., Skinner, Cashwell, & Skinner, 2000) to high school (e.g., Lum et al., 2019). Several studies have shown meaningful effects for the tootling intervention on increasing class-wide academically engaged behavior (AEB) and decreasing disruptive behaviors (DB) (e.g., Cihak et al., 2009). However, no studies in the current literature have examined the effects of the individual components of the tootling intervention on class-wide behaviors. The current study sought to examine the effects of the written component of the tootling intervention on class-wide levels of AEB and DB by comparing traditional tootling to a comparison writing procedure and a no-treatment control condition. Although this study demonstrated variable results, it is the first study to shed light on the importance of looking at the individual components of the tootling intervention. The results and outcomes of the study are discussed.</p>","abstract_has_math":false,"creators":["Derieux, James"],"institution":null,"degree_name":"Master of Arts (MA)","degree_level":"Masters Thesis","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Evan Dart","Daniel Tingstrom","Keith Radley"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-12-01T08:00:00Z","date_published":"2019-12-01T08:00:00Z","updated_at":"2026-07-24T05:45:12Z","subjects":["Tootling in a high school setting","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://aquila.usm.edu/masters_theses/712","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Evan Dart","Daniel Tingstrom","Keith Radley"]},{"key":"dc:creator","label":"Author","values":["Derieux, James"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-08-28T07:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Tootling in a high school setting","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://aquila.usm.edu/masters_theses/712"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Previous tootling literature has demonstrated positive effects of the intervention when implemented in settings from elementary school (e.g., Skinner, Cashwell, & Skinner, 2000) to high school (e.g., Lum et al., 2019). Several studies have shown meaningful effects for the tootling intervention on increasing class-wide academically engaged behavior (AEB) and decreasing disruptive behaviors (DB) (e.g., Cihak et al., 2009). However, no studies in the current literature have examined the effects of the individual components of the tootling intervention on class-wide behaviors. The current study sought to examine the effects of the written component of the tootling intervention on class-wide levels of AEB and DB by comparing traditional tootling to a comparison writing procedure and a no-treatment control condition. Although this study demonstrated variable results, it is the first study to shed light on the importance of looking at the individual components of the tootling intervention. The results and outcomes of the study are discussed.
"]},{"key":"dc:title","label":"Title","values":["Is the Written Component of Tootling Effective? A Comparison of the Group Contingency to a Comparison Writing Procedure"]}]}],"canonical_facts":{"dc:contributor":["Evan Dart","Daniel Tingstrom","Keith Radley"],"dc:creator":["Derieux, James"],"dc:date.available":["2019-08-28T07:00:00Z"],"dc:description.abstract":["Previous tootling literature has demonstrated positive effects of the intervention when implemented in settings from elementary school (e.g., Skinner, Cashwell, & Skinner, 2000) to high school (e.g., Lum et al., 2019). Several studies have shown meaningful effects for the tootling intervention on increasing class-wide academically engaged behavior (AEB) and decreasing disruptive behaviors (DB) (e.g., Cihak et al., 2009). However, no studies in the current literature have examined the effects of the individual components of the tootling intervention on class-wide behaviors. The current study sought to examine the effects of the written component of the tootling intervention on class-wide levels of AEB and DB by comparing traditional tootling to a comparison writing procedure and a no-treatment control condition. Although this study demonstrated variable results, it is the first study to shed light on the importance of looking at the individual components of the tootling intervention. The results and outcomes of the study are discussed.
"],"dc:identifier":["https://aquila.usm.edu/masters_theses/712"],"dc:subject":["Tootling in a high school setting","Educational Psychology"],"dc:title":["Is the Written Component of Tootling Effective? A Comparison of the Group Contingency to a Comparison Writing Procedure"],"thesis:degree_level":["Masters Thesis"],"thesis:degree_name":["Master of Arts (MA)"]},"updated_at":"2026-07-24T05:45:12Z"}