Managing Student Behavior in Middle School Special Education Classrooms: A Single-Subject Study of CW-FIT

Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in...

Full description

Saved in:
Bibliographic Details
Published inRemedial and special education Vol. 46; no. 3; pp. 205 - 218
Main Authors Johnson, Kelsey A., Caldarella, Paul, Wills, Howard P., Hansen, Blake D., Richards, Erika J.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.06.2025
SAGE PUBLICATIONS, INC
Subjects
Audibility
Classroom behaviour
Classroom management
Classroom Techniques
Classrooms
Educational Responsibility
Efficacy
Intervention
Middle schools
Positive Reinforcement
Praise
Special education
Student Behavior
Students
Teachers
Teams
United States > US
group contingency
classroom management
middle school
special education
Online AccessGet full text

Cover

More Information
Summary:Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in special education classrooms is scarce. The purpose of this study was to determine the effectiveness of CW-FIT in two middle school special education math classrooms in the U.S. state of Utah. Teachers implemented CW-FIT by instructing students in classroom behavior expectations and using a group contingency involving the use of teams, a timer, praise, points, and group rewards. One teacher alternated between using an audible and inaudible timer, while the other used an audible timer. There was an increase in student on-task behavior and teacher praise when CW-FIT was implemented, with no significant difference in outcomes between conditions with an audible versus inaudible timer. Teachers and students indicated that they found the intervention to be socially valid.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0741-9325
1538-4756
DOI:10.1177/07419325241247345