Tootling: Current Research and Future Considerations for School Practitioners
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| Title: | Tootling: Current Research and Future Considerations for School Practitioners |
|---|---|
| Language: | English |
| Authors: | Breya L. Whitefield, Sarah W. Harry |
| Source: | Preventing School Failure. 2025 69(3):224-230. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Intended Audience: | Practitioners |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Classroom Techniques, Student Behavior, Behavior Problems, Contingency Management, Intervention, Behavioral Science Research |
| DOI: | 10.1080/1045988X.2024.2404407 |
| ISSN: | 1045-988X 1940-4387 |
| Abstract: | Tootling is an interdependent group contingency designed as an intervention to be implemented in classrooms in order to meet students' vast behavioral and academic needs by increasing academically engaged behavior, decreasing disruptive behavior, and subsequently leading to increases in student academic achievement. Tootling supports a positive classroom climate by providing teachers with an opportunity to use classroom management strategies to address inappropriate student behavior. This article reviewed the available literature on tootling studies in order to determine gaps for future research. Next steps for school psychologists involving tootling research is discussed including future lines of tootling research and the importance of tootling for school-based practitioners. More research is necessitated to understand more about tootling and its implications for school psychologists. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494395 |
| Database: | ERIC |
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| Abstract: | Tootling is an interdependent group contingency designed as an intervention to be implemented in classrooms in order to meet students' vast behavioral and academic needs by increasing academically engaged behavior, decreasing disruptive behavior, and subsequently leading to increases in student academic achievement. Tootling supports a positive classroom climate by providing teachers with an opportunity to use classroom management strategies to address inappropriate student behavior. This article reviewed the available literature on tootling studies in order to determine gaps for future research. Next steps for school psychologists involving tootling research is discussed including future lines of tootling research and the importance of tootling for school-based practitioners. More research is necessitated to understand more about tootling and its implications for school psychologists. |
|---|---|
| ISSN: | 1045-988X 1940-4387 |
| DOI: | 10.1080/1045988X.2024.2404407 |
