While social skills training allows students to acquire social skills, often it does not enhance their performance of those skills outside the social skills training context. A withdrawal design was used to determine if a modified Tootling intervention could enhance at-risk, first-grade students' performance of two recently trained social skills (complimenting and encouraging) as they played. Following social skills training, baseline data was collected as students played a modified Jenga game in small groups. During the intervention phase, a Tootling intervention was added and the class earned a group reward contingent upon their reports of peers engaging in these recently trained social skills. After Tootling was withdrawn, it was reinstated. Analysis of class-wide data shows immediate and large (effect size estimates) increases in compliments and encouragements each time Tootling was applied, and an immediate decrease when Tootling was withdrawn. These findings suggest that the modified Tootling intervention enhanced performance of these social skills while students played. Discussion focuses on future research designed to determine if Tootling can cause meaningful increases in social skill development by increasing students' performance of social skills across social contexts.