Is the Written Component of Tootling Effective? A Comparison of the Group Contingency to a Comparison Writing Procedure

<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>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Masters Thesis

Year dc:date.available

2019

Author dc:creator

• Derieux, James

Contributors dc:contributor

• Evan Dart
• Daniel Tingstrom
• Keith Radley

• Tootling in a high school setting
• Educational Psychology

Repository record dc:identifier

https://aquila.usm.edu/masters_theses/712

OAI identifier oai:identifier

oai:aquila.usm.edu:masters_theses-1737