ABSTRACT
This chapter will introduce tootling as the intervention of focus. Tootling is a class-wide positive behavioral intervention that utilizes peer reporting on prosocial behaviors to increase on-task behavior and decrease disruptive behavior in the classroom. The chapter will first begin with its rationale for use in the classroom and other settings (a shorter version of the previous chapter), current populations it has shown to be effective with (i.e., lower elementary students, upper elementary students, secondary students, and post-secondary students with intellectual disabilities), the target behaviors it focuses on (on-task behavior, disruptive behavior, and prosocial behavior), and general steps for implementation. Towards the end of the chapter, the reader will gain information regarding identifying tootling as an evidence-based practice based on the current literature available on the effectiveness of tootling in creating behavioral change.
