Date of Award

Fall 2019

Degree Type

Masters Thesis

Degree Name

Master of Arts (MA)

School

Psychology

Committee Chair

Evan Dart

Committee Chair School

Psychology

Committee Member 2

Daniel Tingstrom

Committee Member 2 School

Psychology

Committee Member 3

Keith Radley

Committee Member 3 School

Psychology

Abstract

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.

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