Effects of a Class-Wide Positive Peer Reporting Intervention on Middle School Student Behavior

Abstract

Class-wide behavioral interventions are a feasible and effective method to support the behavior of all students. In six peer-reviewed studies, Tootling, a class-wide intervention that combines positive peer reporting with an interdependent group contingency, has increased positive peer reports and academically engaged behavior (AEB), and decreased disruptive behavior (DB). However, no prior studies have been conducted with middle school students, and none have employed strategies to promote enduring behavior change. A withdrawal design with maintenance phase, implemented across two middle school classrooms, found moderate effects (nonoverlap of all pairs [NAP] = 0.74, Tau-U = −0.48) of Tootling on decreasing DB and moderate to large effects (NAP = 0.76, Tau-U = 0.68) on increasing AEB, although internal threats to validity prevented the demonstration of a clear functional relationship across both classrooms. Results from the maintenance phase, in which the group contingency reward was removed, suggest promising strategies to support durable behavioral change. Limitations of the present study, directions for future research, social validity, and implications for practice are discussed.

Improving Secondary Student Classroom Behavior With an IGC

“…Two example intervention models of IGCs applied at the secondary level are Tootling and Class-Wide Function-Related Intervention Teams (CW-FIT; Chaffee et al, 2020;Wills et al, 2019). Tootling combines an IGC with positive peer reporting in which students anonymously write positive comments about their peers' behaviors (Chaffee et al, 2020;Crewdson et al, 2023;Harry et al, 2022;Lum et al, 2017Lum et al, , 2019. The collection of positive comments is reviewed by the teacher at the end of the class period.…”

“…The collection of positive comments is reviewed by the teacher at the end of the class period. When the total number of Tootles meets the goal predetermined by the teacher, the class receives a reward from a list of preferred reward items (e.g., student selection of seat, 15 minutes of recess) often codeveloped by teachers and students (Chaffee et al, 2020). As a class-wide intervention, Tootling has led to increases in student academic engagement and decreases of disruptive behavior (Chaffee et al, 2020;Harry et al, 2022;Lum et al, 2017Lum et al, , 2019.…”

“…When the total number of Tootles meets the goal predetermined by the teacher, the class receives a reward from a list of preferred reward items (e.g., student selection of seat, 15 minutes of recess) often codeveloped by teachers and students (Chaffee et al, 2020). As a class-wide intervention, Tootling has led to increases in student academic engagement and decreases of disruptive behavior (Chaffee et al, 2020;Harry et al, 2022;Lum et al, 2017Lum et al, , 2019. Although Tootling can foster improvement to student behavior and resources are available for teachers interested in implementing this model (e.g., Crewdson et al, 2023), students might show resistance to writing positive comments about their peers (Chaffee et al, 2020) and instead perceive this as a responsibility of the teacher.…”

“…As a class-wide intervention, Tootling has led to increases in student academic engagement and decreases of disruptive behavior (Chaffee et al, 2020;Harry et al, 2022;Lum et al, 2017Lum et al, , 2019. Although Tootling can foster improvement to student behavior and resources are available for teachers interested in implementing this model (e.g., Crewdson et al, 2023), students might show resistance to writing positive comments about their peers (Chaffee et al, 2020) and instead perceive this as a responsibility of the teacher. This could require additional teaching time to support students in development of positive commenting skills.…”

“…Of the group contingency variations, IGCs may be (a) more preferred by teachers and students (Groves & Austin, 2017), (b) increase teamwork between students, (c) improve inclusion for students in social contexts, and (d) provide an easier way for teachers to deliver rewards to students (Kelshaw-Levering et al, 2000). Furthermore, research supports use of IGCs for adolescent student populations (Chaffee et al, 2020; Jaquett et al, 2021; Lum et al, 2017; Wills et al, 2019), which may enhance secondary teacher readiness for meeting the behavioral needs of their students.…”