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dc.contributor.authorVoorhees, Caitlin
dc.date.accessioned2021-08-18T19:16:24Z
dc.date.available2021-08-18T19:16:24Z
dc.date.issued2021-06-23
dc.identifier.urihttp://hdl.handle.net/20.500.11803/1478
dc.description.abstractThis action research study examined the effects of tootling, a behavior management system used to promote prosocial behavior, on students’ frequency of disruptive classroom behaviors. The time spent on managing student disruption in the classroom cuts valuable learning time. 22 second grade students in a general education classroom participated. Students wrote tootles that detailed an observed positive behavior of a peer. The tootle slips were collected in a shoebox and read aloud to the class in a sharing circle once a week. ClassDojo was used to assess the percentage of positive and negative behaviors exhibited by each student. Data showed 82% of the students’ positive behavior points increased. It boosted the morale of the class and students wanted to be recognized for their positive behaviors. Tootling was easy to integrate into the existing schedule and it can be added to an existing Positive Behavior Interventions and Supports (PBIS) system.en_US
dc.language.isoenen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectTootlingen_US
dc.subjectTootleen_US
dc.subjectDisruptive behavioren_US
dc.subjectClassroomen_US
dc.subjectStudenten_US
dc.titleTootling's Effect on Disruptive Classroom Behavioren_US
dc.typeCapstoneen_US
thesis.degree.disciplineElementary Educationen_US
thesis.degree.grantorCity University of Seattleen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster in Teachingen_US
cityu.schoolSchool of Education and Leadershipen_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


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