This study was designed to extend the research on tootling interventions, which involves reinforcing students’ reporting of their peers’ incidental prosocial behaviors. Specifically, a withdrawal design was used to determine if a tootling intervention decreased antisocial/disrespectful interactions of four, teacher-nominated students in an after-school, third-grade classroom. Visual analysis of a repeated-measures graph and effect size estimates suggested that the tootling intervention decreased these interactions. Discussion focuses on future research designed to evaluate the generalizability of tootling interventions and the effects of similar interventions over time and across dependent variables.

中文翻译：

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课后环境中的嘟嘟声：减少风险学生中的反社会互动

本研究旨在扩展对干预技术的研究，其中涉及加强学生对同龄人偶然亲社会行为的报告。具体来说，采用退学设计来确定，在学校三年级教室中，过度干预是否降低了四个老师提名的学生的反社会/不尊重的互动。对重复测量图和效果大小估计值的视觉分析表明，干扰干预减少了这些相互作用。讨论的重点是将来的研究，这些研究旨在评估时间推移干预措施的可推广性以及类似干预措施随时间推移以及因变量的影响。