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Comparing the effects of ClassDojo with and without Tootling intervention in a postsecondary special education classroom setting
Author(s) -
Lipscomb Anne H.,
Anderson Megan,
Gadke Daniel L.
Publication year - 2018
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.22185
Subject(s) - psychology , intervention (counseling) , multiple baseline design , special education , postsecondary education , baseline (sea) , intellectual disability , positive behavior support , behavior change , tracking (education) , classroom management , mathematics education , developmental psychology , inclusion (mineral) , applied psychology , medical education , higher education , pedagogy , social psychology , medicine , oceanography , psychiatry , geology , political science , law
ClassDojo and Tootling are two intervention techniques rooted in behavioral theory used in classwide behavior management purposes. ClassDojo is a technology‐based behavior tracking system, allowing users to provide or remove points to students based on their classroom behaviors. Tootling provides students with the opportunity to deliver positive feedback to their peers in the form of tootles. The goal of the current study was to evaluate the effects of ClassDojo alone and Tootling plus ClassDojo for decreasing the problem behavior in a postsecondary classroom. Participants included seven emerging adult students (19–24 years old) with intellectual disabilities in a Comprehensive Transitional Program at a major university. A single subject A/A + B + C alternating treatment design was implemented to compare the intervention conditions in both baseline and ongoing control conditions. Visual analysis suggested that the ClassDojo‐alone condition produced the greatest reduction in problem behavior for the classroom as a whole and across most individual students. Further, there were strong effects using nonoverlap of all pairs of both ClassDojo and Tootling plus ClassDojo relative to baseline conditions. Limitations of the study, implication for practice, and future research are discussed.