<p>After providing social skills training, researchers have used an intervention known as Tootling to enhance elementary students’ performance of recently trained social skills in more authentic social contexts. In the current study, a multi-element design was used to investigate the moderating effects of the activity (i.e., cooperative versus independent) that elementary students engaged in while a Tootling intervention was applied on students’ complimenting and encouraging behaviors. Results showed more intervals scored with students complimenting and encouraging each other when the Tootling intervention was applied across both conditions, relative to the no-treatment condition. Across the two Tootling conditions, the cooperative condition consistently resulted in more intervals scored with each prosocial behavior than the independent condition. These findings suggest that Tootling interventions can increase students’ performance of recently trained skills, and these increases are moderated by the activity that students engage in while Tootling interventions are applied. Discussion focuses on social skills development, activity characteristics that may moderate students’ performance of recently trained social skills, and the use of single-case designs to evaluate experimenter-manipulated moderating variables. (173 words).</p>