1st Edition

Implementing Tootling Interventions A Practitioner’s Guide to Increasing Peer Prosocial Behaviors

    176 Pages 3 B/W Illustrations
    by Routledge

    176 Pages 3 B/W Illustrations
    by Routledge

    This book is a comprehensive guide to the history and implementation of the tootling intervention that was designed to increase prosocial behaviors in school-aged children.

    Implementing Tootling Interventions provides practitioners with the resources and information needed to implement tootling effectively and successfully in their desired setting to increase prosocial behavior, decrease disruptive behavior, and increase academic engaged time for students. To address individuals of all abilities and ages, modifications are provided for early childhood education, elementary education, middle school, high school, special education, after-school programs, and more intensive behavioral settings. Specific components within tootling that lead to its effectiveness are discussed, along all the information and resources needed for this feasible, cost-effective intervention to be implemented.

    This book is ideal for classroom teachers, school psychologists, social workers, or other school professionals looking for a practical and effective intervention to increase the prosocial behavior of their students.

    Part 1: History and Purpose  1. The History of Tootling  2. What is Tootling?  3. Components of Tootling  Part 2: Preparation for Implementation  4. Creating a Positive Environment  5. Social Skills Interventions  6. How to Implement Tootling  7. Data Collection  Part 3: Modifications and Evaluation  8. Modifications for Grade Levels  9. Modifications for Special Education Classrooms and Alternative Settings  10. Treatment Integrity  11. Troubleshooting Interventions: Identification of Modifications to Improve Outcomes  12. Tootling Case Studies


    Dr. Hilt-Panahon is a professor of special education at Minnesota State University, Mankato. She earned her Ph.D. in School Psychology from Syracuse University and has worked in the field of education for over 25 years. 

    Dr. Kennedi Alstead is a practicing school psychologist with the St. Michael-Albertville school district in St. Michael, MN. She recently earned her Psy.D. in School Psychology from Minnesota State University, Mankato.

    "Implementing Tootling Interventions offers an empirically validated, class-wide intervention that is practical and relevant to the everyday work of educators. This book is a must read for any educator seeking to improve their students’ prosocial behaviors leading to higher student engagement and learning in the classroom. This text equips educators with a powerful and highly effective peer-mediated tool to improve student behavior and support learning in the classroom. Its rich description of each of the components of tootling will leave educators feeling confident and ready to implement this intervention with fidelity."

    Dr. Julie Fogt, director, Centennial School of Lehigh University

    "Implementing Tootling Intervention is a very well written, informative, and a straightforward guide book for busy teachers. The book is structured in a way so that it is easy to go back and find the information you need to refresh your knowledge. So many great ideas, suggestions, and modifications are represented in this book. I can’t wait to try this Tootling Intervention in my classroom!"

    Michele Priebe, MS, learning disabilities teacher for Waseca Public Schools 

    "This book bridges the research to practice gap by prioritizing educational partnerships between students and teachers as well as emphasizing a positive and proactive classroom community."

    Amanda Reinschmidt, Ed.S., NCSP, school psychologist for over 10 years working in a variety of settings including middle school, high school, alternative high school, transition (18-21 program) settings, and residential settings

    "This book covers every aspect from setup, implementation, data collection, modifications/adaptations, fading to trouble shooting to ensure a successful outcome. Not that only is this intervention efficient and effective, it is equitable and centers on the student voice."

    Emily Davis, Ed.S., NCSP, school psychologist with over 10 years of elementary experience across four school districts in two states, serving low income and middle-class students and their families