TY - JOUR
T1 - Supplementing Social Skills Training With Tootling to Simultaneously Enhance First-Grade Students’ Performance of Two Social Skills
AU - Crewdson, Margaret Adams
AU - Richardson, Robert David
AU - Fowler, Kristen
AU - Skinner, Christopher H.
AU - Wright, Shelby
AU - Cihak, David
N1 - Publisher Copyright:
© 2022 National Association of School Psychologists.
PY - 2022
Y1 - 2022
N2 - While social skills training allows students to acquire social skills, often it does not enhance their performance of those skills outside the social skills training context. A withdrawal design was used to determine if a modified Tootling intervention could enhance at-risk, first-grade students’ performance of two recently trained social skills (complimenting and encouraging) as they played. Following social skills training, baseline data was collected as students played a modified Jenga game in small groups. During the intervention phase, a Tootling intervention was added and the class earned a group reward contingent upon their reports of peers engaging in these recently trained social skills. After Tootling was withdrawn, it was reinstated. Analysis of class-wide data shows immediate and large (effect size estimates) increases in compliments and encouragements each time Tootling was applied, and an immediate decrease when Tootling was withdrawn. These findings suggest that the modified Tootling intervention enhanced performance of these social skills while students played. Discussion focuses on future research designed to determine if Tootling can cause meaningful increases in social skill development by increasing students’ performance of social skills across social contexts. Impact Statement Social skills training allows students to acquire social skills, but typically does not result in students performing these behaviors in other social contexts. A peer-mediated intervention known as Tootling, which involves students being reinforced for reporting classmates’ performance of recently trained social skills (i.e., providing encouragements and compliments), caused large and immediate increases in first-grade students’ performance of these prosocial behaviors as they engaged in a small-group game.
AB - While social skills training allows students to acquire social skills, often it does not enhance their performance of those skills outside the social skills training context. A withdrawal design was used to determine if a modified Tootling intervention could enhance at-risk, first-grade students’ performance of two recently trained social skills (complimenting and encouraging) as they played. Following social skills training, baseline data was collected as students played a modified Jenga game in small groups. During the intervention phase, a Tootling intervention was added and the class earned a group reward contingent upon their reports of peers engaging in these recently trained social skills. After Tootling was withdrawn, it was reinstated. Analysis of class-wide data shows immediate and large (effect size estimates) increases in compliments and encouragements each time Tootling was applied, and an immediate decrease when Tootling was withdrawn. These findings suggest that the modified Tootling intervention enhanced performance of these social skills while students played. Discussion focuses on future research designed to determine if Tootling can cause meaningful increases in social skill development by increasing students’ performance of social skills across social contexts. Impact Statement Social skills training allows students to acquire social skills, but typically does not result in students performing these behaviors in other social contexts. A peer-mediated intervention known as Tootling, which involves students being reinforced for reporting classmates’ performance of recently trained social skills (i.e., providing encouragements and compliments), caused large and immediate increases in first-grade students’ performance of these prosocial behaviors as they engaged in a small-group game.
KW - Jorge E. Gonzalez
KW - peer mediation
KW - social skills development
KW - social skills performance
KW - social skills training
KW - tootling intervention
UR - http://www.scopus.com/inward/record.url?scp=85131383331&partnerID=8YFLogxK
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U2 - 10.1080/2372966X.2022.2043127
DO - 10.1080/2372966X.2022.2043127
M3 - Article
AN - SCOPUS:85131383331
SN - 0279-6015
JO - School Psychology Review
JF - School Psychology Review
ER -