The Effects of Tootling via ClassDojo on Student Behavior in Elementary Classrooms

• Published in: School psychology review Vol. 48; no. 1; pp. 18 - 30
• Main Authors: Dillon, Melissa B. McHugh, Radley, Keith C., Tingstrom, Daniel H., Dart, Evan H., Barry, Christopher T.
• Format: Journal Article
• Language: English
• Published: Bethesda Taylor & Francis 01.03.2019; National Association of School Psychologists; Taylor & Francis Ltd
• Subjects: Analysis; behavior; behavior analysis; Behavior Problems; Behaviorism; classroom intervention; Classroom techniques; Classrooms; Contingency Management; Educational Technology; Elementary School Students; Grade 5; Intervention; Learner Engagement; Peer Influence; Program Effectiveness; Projectors; Researchers; single-subject design; Social aspects; Student Behavior; Student engagement; Teachers; Teaching; Teaching Methods; Technology; Technology Uses in Education; Token Economy; Web sites (World Wide Web)
• ISSN: 2372-966X; 0279-6015; 2372-966X
• DOI: 10.17105/SPR-2017-0090.V48-1

The current study was designed to evaluate the effects of a tootling intervention, in which students report on peers' appropriate behavior, modified to incorporate ClassDojo technology, on class-wide disruptive behavior and academically engaged behavior. An A-B-A-B withdrawal design was used to evaluate the effects of the intervention in 3 fifth-grade classrooms. Student-produced tootles were recorded using the ClassDojo website and displayed to students via projector. Reinforcement for tootling was provided through an interdependent group contingency based on the number of tootles produced. Results indicated substantial and meaningful decreases in class-wide disruptive behaviors and increases in academically engaged behaviors during intervention phases compared to baseline and withdrawal phases across all three classrooms. Limitations, implications for practice, and directions for future research are discussed.