Monthly Archive for May, 2015

Let’s tootle

In one of my classrooms when I was teaching in the early 1970s, I used to give my students tickets, tell them to write their names on the back of each one, and give one to a classmate when the classmate did something that made them feel good. It was a slapdash effort on my part to promote positive interactions among the students and to reverse the usual complaints about what one or another student had done (“tattling”). Christopher Skinner and his colleagues took these same ideas way many steps better. In the place of “tattles” they created “tootles” by combining “tooting” one’s horn with “tattling.”

Tootling is similar to tooting your own horn in that positive behaviors are monitored and reported. However, during tootling students report peers’ positive behaviors, not their own. Tootling is similar to tattling, only, when tootling, peers report incidental prosocial behaviors. (Skinner, Cashwell, & Skinner, 2000, p. 263),

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FA of BP for LD

Over on LD Blog I posted a note about a systematic review of the literature examining the research on function-based interventions for students with learning disabilities by McKenna, Flower, Kim, Ciullo, and Haring (2015). In addition to a light commentary, there’s an abstract and a link that should allow one to download a free copy through the remainder of the calendar year.

McKenna, J. W., Flower, A., Kim, M. K., Ciullo, S., & Haring, C. (2015). A systematic review of function-based interventions for students with learning disabilities. Learning Disabilities Research & Practice, 30, 15-28. DOI:10.1111/ldrp.12049




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