A withdrawal design was used to evaluate the effects of a tootling intervention targeting a specific, recently trained social skill, providing compliments, displayed by first-grade students while they engaged in a regularly scheduled, small-group math activity. The tootling intervention, called the Catching Compliments Game, included publicly posted feedback and an interdependent group-oriented contingency, which involved the entire class earning rewards for reporting their observations of classmates providing compliments. Visual analysis of a repeated-measures graph suggested that the intervention caused immediate increases in students’ complimenting peers while engaged in a small-group math activity. These results extend research on tootling interventions by providing evidence that they can cause increases in the behaviors that students are reporting, in this case, students complimenting peers. Discussion focuses on study limitations, future research, and the applied implications associated with supplementing social skills training with tootling.

退学设计用于评估针对特定的，最近接受过培训的社交技能的干预干预的效果，这些效果由一年级学生在参加定期安排的小组数学活动时表现出的恭维。称职的干预措施称为“追赶称赞游戏”，包括公开发布的反馈和相互依存的面向群体的突发事件，该事件涉及整个班级，因为他们报告了他们对提供赞美的同学的观察而获得奖励。对重复测量图的视觉分析表明，在进行小组数学活动时，干预导致学生的称赞同伴立即增加。这些结果通过提供证据可以证明学生举报的行为会增加学生举报的行为（在这种情况下，学生称赞同伴），从而扩展了对胡闹行为干预措施的研究。讨论的重点是研究的局限性，未来的研究以及与通过社交学习补充社交技能培训相关的应用含义。