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The purpose of this study was to determine the effects of restorative justice on the disruptive student behavior of calling out. Calling out in the study's environment consisted of unmuting and talking during virtual days or speaking out loud when not called on during hybrid days. The five participants were in kindergarten and had not attended a school with a formal pre-kindergarten setting. A non-independent samples t-test was conducted with the independent variable being the type of classroomdoi:10.13016/m2mtrx-rehp fatcat:htknexn22nc6rp6xqnavlt6xmy