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Tootling in an After-School Setting: Decreasing Antisocial Interactions in At-Risk Students
Ist Teil von
Journal of positive behavior interventions, 2019-10, Vol.21 (4), p.228-237
Ort / Verlag
Los Angeles, CA: SAGE Publications
Erscheinungsjahr
2019
Link zum Volltext
Quelle
Alma/SFX Local Collection
Beschreibungen/Notizen
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 after-school, third-grade classroom. Visual analysis of a repeated-measures graph and effect size estimates suggested that the tootling intervention decreased these interactions. Discussion focuses on future research designed to evaluate the generalizability of tootling interventions and the effects of similar interventions over time and across dependent variables.