LIBERO WebOPAC Catalogue Display (W561)

Catalogue Information
Field name	Details
Nuova numerazione	79470
Collocazione	UPS BIBL CENTR 39-C-2775
Autore	LIPSCOMB, A.H.
Titolo	Comparing the effects of ClassDojo with and without Tootling intervention in a postsecondary special education classroom setting. Parte componente di periodico
Descrizione fisica	pp. 1287-1301.
Nota generale	Estratto da: “Psychology in the Schools”, 2018, 55, 10.
Riassunto	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.
Tipo di documento	RICERCA.
Soggetto	STUDENTI.
	INTERVENTO.
	TECNOLOGIA.
	COMPORTAMENTO.
	DISABILITÀ MENTALE.
	INSEGNAMENTO.
	SCUOLA SUPERIORE.
	ADULTI.
	NORMA.
	USA.
	PARTECIPAZIONE.
Ambito	Psicologico
Ambito	Pedagogico
Autore Secondario	ANDERSON, M.
Autore Secondario	GADKE, D.L.
Titolo correlato	Psychology in the Schools 2018, 55, 10.
Accesso online	Accesso diretto all'articolo

Catalogue Display

Comparing the effects of ClassDojo with and without Tootling intervention in a postsecondary special education classroom setting.