Search

The current study examined the effects the tootling intervention on classwide levels of academically engaged behavior (AEB) and disruptive behavior (DB) by comparing traditional tootling to a formalized tootling card intervention and an interdependent group contingency control condition. The intervention used an alternating treatment design within a multiple baseline design across three intermediate elementary classrooms. The study determined whether the structure and the content of material written on the tootling notecards was the component that resulted in increases in AEB and decreased DB. The number of notecards produced for each condition and the accuracy of teacher accuracy rated in each condition were considered. The study continued to demonstrate interdependent group contingencies are effective at increasing AEB and decreasing DB in the classroom. Variable results were found in regard to which condition produces meaningful levels of AEB, DB, level of notecard responding, and higher interobserver agreement (IOA) rates. Tootling with a formalized card produced the most effective behavioral outcomes and had the highest number of completed notecards in in two of the classrooms. In addition, there were high levels IOA between the researcher and teachers on accurate notecard response rates. The results, outcomes, and implications of the study are further discussed. [ABSTRACT FROM AUTHOR]