Effects of classwide positive peer "Tootling" to reduce the disruptive classroom behaviors of elementary students with and without disabilities

被引:42
作者
Cihak D.F. [1 ]
Kirk E.R. [1 ]
Boon R.T. [2 ]
机构
[1] Department of Theory and Practice in Teacher Education, The University of Tennessee, Knoxville, TN 37996-3442, 1126 Volunteer Boulevard
[2] The University of Georgia, Athens, GA
关键词
Classroom management; Classwide positive behavior supports; Group contingency; Inclusion; Positive peer reports;
D O I
10.1007/s10864-009-9091-8
中图分类号
学科分类号
摘要
The purpose of this study was to examine the use of a classwide positive peer reporting intervention known as "tootling" in conjunction with a group contingency procedure to reduce the number of disruptive behaviors in a third-grade inclusive classroom. Nineteen elementary students including four students with disabilities (i.e., specific learning disabilities and/or attention deficit hyperactivity disorder) were taught how to report their classmates' positive behaviors using the "tootling" intervention. Results indicated that the use of the "tootling" intervention in combination with a group contingency procedure decreased students' disruptive classroom behaviors, establishing a functional relation. Limitations of the study, implications for using tootling as a classwide positive behavior support, and future research questions are discussed. © Springer Science+Business Media, LLC 2009.
引用
收藏
页码:267 / 278
页数:11
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