The current study assessed the effects of a positive peer reporting procedure known as Tootling on classwide disruptive as well as appropriate behavior with fourth- and fifth-grade students and their teachers in two regular education classrooms. Tootling is a technique that teaches students to recognize and report peers' prosocial behavior rather than inappropriate behavior (i.e., as in tattling), and is also a variation on the expression, "tooting your own horn." Tootling combined with an interdependent group contingency and publicly posted feedback were assessed using an ABAB withdrawal design with a multiple baseline element across classrooms. Results demonstrated decreases in classwide disruptive behavior as well as increases in appropriate behavior compared with baseline and withdrawal phases across both classrooms, with results maintained at follow-up. Tootling was also rated highly acceptable by both teachers. Effect size calculations reflected moderate to strong effects across all comparisons. Limitations of the present study, directions for future research, and implications for practice are discussed.

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This study sought to extend functional methodology to the assessment and treatment of habits. After a descriptive assessment indicated that coughing occurred while eating, a brief functional analysis suggested that social attention was the maintaining variable. Results demonstrated that treatment, derived from the assessment and analysis data, rapidly eliminated the cough. We discuss the appropriateness of using functional analysis procedures for deriving treatments for habits in a clinical setting.

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This study evaluated the effectiveness of Check-in/Check-out (CICO) for improving behavioral performance for three students referred for Tier 2 behavioral supports. An ABAB withdrawal design was used to evaluate CICO and results indicate that intervention was effective for reducing problem behavior as well as increasing academic engagement for all students as evidenced by direct observation of students’ behavior. Following effective implementation of CICO, a fading process was introduced that included use of Mystery Motivator (MM). Results indicate that MM successfully maintained behavioral performance for two of the three students. In addition, for one student, intervention was further faded such that self-monitoring replaced teacher ratings and feedback for behavior. Results are discussed in terms of CICO research and practice.