Considered the opposite of tattling, Tootling is a positive peer‐reporting procedure in which students report their classmates’ positive prosocial behavior instead of inappropriate behavior and employs other well‐established behavior analytic principles. This study examined the effects of Tootling on students’ behavior in three general‐education high school classrooms. Students wrote and then submitted tootles into a marked container. Teachers recorded the number of tootles on publicly posted progress charts, and read a sample of tootles at the end of the class period. An interdependent group contingency procedure was used along with a class goal of the number of tootles needed to earn the class a reward. An A‐B‐A‐B withdrawal design with follow‐up found decreases in classwide disruptive behavior and increases in academically engaged behavior across classrooms. Results suggest that Tootling can provide high school teachers a method for positively reinforcing students’ prosocial behavior, and function as a preventative measure against disruptive behavior. Issues related to social validity and directions for future research are discussed.

Research into effective interventions for the negative psychological impacts of long-term unemployment has been sparse. One intervention, based on cognitive behaviour therapy (CBT), has been successfully implemented in two studies with long-term unemployed professionals and youth. Can these ndings be generalized to disadvantaged job-seekers who are long-term unemployed? Local support services for unemployed people located within disadvantaged areas in Sydney were approached to recruit volunteer participants. Participants were assigned in random blocks to a brief group CBT training programme or a non-CBT skills-based comparison programme. Telephone administered questionnaires completed before each course and 12 weeks later assessed psychological health variables (general mental health, self-esteem, hopelessness, optimism, self-ef cacy) and success in job nding. Analyses are based on the 57 CBT group participants and 43 comparison group participants who completed 12-week follow-up assessments. Both groups reported improvements in psychological health variables at 12 weeks. Improvements in optimism and hopelessness were greater for the comparison group than the CBT group. This study was unable to replicate the bene ts of CBT-based programmes for disadvantaged long-term unemployed job-seekers. The dif culties and limitations of disseminating effective interventions to unemployed groups who are most disadvantaged using existing support services are discussed.

The current study evaluated the use of Superheroes Social Skills to promote accurate use of discrete social skills in training and generalization conditions in two children with autism spectrum disorder. Participants attended a twice weekly social skills training group over 5 weeks, with lessons targeting nonverbal, requesting, responding, and conversation skills. A multiple probe across social skills design, replicated across participants, was utilized to assess the effects of participation of the intervention on skill accuracy. Following introduction of the intervention, participants demonstrated abrupt improvements in skill accuracy in both training and generalization conditions. Additionally, parental reports of participant social functioning indicated improvements following participation in the intervention. Limitations and future directions are discussed.

The purpose of this study was to investigate the effectiveness of a variation of the Good Behavior Game (GBG) in which teachers used ClassDojo to manage each team's progress. ClassDojo is a computerbased program that enables teachers to award students with points for demonstrating target behaviors. Dependent variables included class-wide disruptive and academically engaged behavior, teachers' ratings on the Behavior Intervention Rating Scale (BIRS), and the rate of teacher praise statements delivered in each phase. Overall, results indicated that the GBG with ClassDojo was effective at reducing disruptive behavior, increasing academically engaged behavior, and was rated as socially valid. Additionally, when the intervention was in place, increases in the amount of behavior-specific praise statements delivered were observed across all three classrooms. INTRODUCTIONSchool personnel are presented with the task of creating effective and enriched learning environments. This is often a daunting challenge, considering that personnel must be able to meet the individual academic and behavioral needs that each student presents. The utilization of technology in assessment, instruction, and intervention has the potential to facilitate effective practice within school settings (e.g., Ysseldyke & McLeod, 2007)-allowing for data-based problem solving and implementation of interventions with high levels of integrity. Much of the focus regarding the use of technology in academic settings has focused on teaching academic skills such as math and language (e.g., Hawkins, Collins, Hernan, & Flowers, 2017). Other researchers, however, have focused on the use of technology as a means of promoting appropriate behavior within the classroom. For example, Christ and Christ (2006) examined the effect of a class-wide intervention utilizing a digital scoreboard in conjunction with positive reinforcement as a means of providing feedback to students regarding demonstration of target classroom behavior. Implementation of the automated feedback device resulted in decreased levels of disruptive behavior in high school classrooms. Relatedly, Radley, Dart, and O'Handley (2016) utilized a positive reinforcement procedure coupled with a decibel meter in classrooms as a means of addressing behavior of first grade students-finding the procedure to result in decreased noise level and increase academic engagement during intervention periods. Kraemer, Davies, Arndt, and

Student misbehavior is significantly related to a variety of negative outcomes, such as teacher burnout (Aloe, Shisler, Norris, Nickerson, & Rinker, 2014) and loss of instructional time (Riley, McKevitt, Shriver, & Allen, 2011). In the US, 40.7% of teachers in public schools reported that student misbehavior interfered with their teaching (Robers, Kemp, Rathbun, & Morgan, 2014). Classroom environments that have high levels of behavioral problems often lead wellbehaved students to eventually engage in negative behaviors as well (Barth, Dunlap, Dane, Lochman, & Wells, 2004). Disruptive behavior (DB) and externalizing problems in children and youth are not only predictive of poor proximal outcomes but also have been shown to predict negative outcomes later on in life, such as antisocial behav