Anderson, AngelikaEnright , Candace Jena2023-06-132023-06-132023https://hdl.handle.net/10289/15759This study aimed to extend the literature on tootling interventions within a New Zealand. In a tootling procedure, students are taught how to report on their peers’ prosocial behaviours, which is combined with public posting and inter-dependent group contingency components. This focus of this study was to determine if tootling affected the keystone skill of instruction-following for three target students and their comparison peers in one primary classroom. Additionally, on-task behaviour, teacher praise statements and teacher stress were measured in an A-B-A-B-C-D reversal design with a fading and follow-up phase. Increases in instruction-following and on-task behaviour occurred for two of the three target students and their peers. Mixed results were reported concerning teacher praise statements and teacher stress. Both the teacher and the students viewed the intervention as socially acceptable, and treatment integrity remained high across all phases. Strengths, limitations, and implications for further practice are discussed.application/pdfenAll items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.Classroom management -- New Zealand -- Psychological aspectsSchool children -- New Zealand -- PsychologySchool psychology -- New ZealandPrimary school teaching -- New Zealand -- Psychological aspectsLearning, Psychology ofBehavior modificationPrimary school teachers -- New Zealand -- PsychologyPrimary school teachers -- Job stress -- New ZealandPrimary school teaching -- Social aspects -- New ZealandBehavior disorders in children -- New Zealand -- Psychological aspectsThesis2023-06-13