The Tootling intervention: Verbal vs. private reports of prosocial behavior

Abstract

The purpose of this study was to assess the effectiveness of the tooling intervention, developed by Skinner, Skinner, and Cashwell (1998), through the use of verbal versus private reports of peers' prosocial behavior. Previous tootling studies have focused on private reports of prosocial behavior, but verbal reports of prosocial behaviors utilizing the tootling intervention have not been investigated. Two classrooms of 3rd grade students were taught to tootle by either verbally reporting or by privately writing down observed prosocial behaviors of their peers. Both classrooms were reinforced for reaching a desired number of tootles. The results of the current study suggest that verbally reporting prosocial behaviors may be more effective than privately writing them down.

Date of Award	2005
Original language	American English
Awarding Institution	Eastern Illinois University
Supervisor	Linda Leal (Supervisor)