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.

中文翻译：

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全班级积极的同伴举报干预对中学生行为的影响

全班级的行为干预是一种支持所有学生行为的可行而有效的方法。在六项经过同行评审的研究中，Tootling是一项全班干预措施，将积极的同行报告与相互依存的群体偶然性相结合，增加了积极的同行报告和学术行为（AEB），并减少了破坏性行为（DB）。但是，以前没有对中学生进行过研究，也没有采用促进持久行为改变的策略。在两个中学教室中实施的具有维护阶段的退出设计发现，在降低DB和中等到大效果（NAP = 0.76，NAP = 0.76， AEB增加时，Tau-U = 0.68），尽管对有效性的内部威胁阻止了两个教室之间清晰的功能关系的展示。维持阶段的结果（其中删除了组的应急奖励）表明，有前途的策略可以支持持久的行为改变。讨论了本研究的局限性，未来研究的方向，社会有效性以及对实践的启示。