Improving Student Behavior in Middle Schools: Results of a Classroom Management Intervention

• Published in: Journal of positive behavior interventions Vol. 21; no. 4; pp. 213 - 227
• Main Authors: Wills, Howard P., Caldarella, Paul, Mason, Benjamin A., Lappin, Amanda, Anderson, Darlene H.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.10.2019; SAGE PUBLICATIONS, INC; SAGE Publications and Hammill Institute on Disabilities
• Subjects: At Risk Students; Behavior Problems; Classroom management; Classroom Techniques; Fidelity; Grade 7; Grade 8; Intervention; Middle School Students; Middle School Teachers; Middle Schools; Positive Behavior Supports; Student Behavior; Student Improvement; Teacher Student Relationship; middle school; challenging behavior; classroom intervention
• ISSN: 1098-3007; 1538-4772
• DOI: 10.1177/1098300719857185

Transitioning from elementary to middle school is a time of particular vulnerability for students with behavior problems. This study examined the effects of class-wide function-related intervention teams (CW-FIT) in three middle school classrooms to determine whether this multitiered intervention could help teachers proactively manage student behavior. With a focus on teaching classroom expectations, delivering behavior-specific praise, and providing differential reinforcement within an interdependent group contingency, CW-FIT is designed to teach functional replacement behaviors that support students’ academic engagement. Intervention effects were assessed with seventh- and eighth-grade students from diverse backgrounds. Results, evaluated using a single-subject withdrawal (ABAB) design, indicated improved rates of on-task behavior at both class-wide and individual student levels, with corresponding increases in teacher praise and decreases in teacher reprimands. The positive way in which participants viewed CW-FIT implementation and its accompanying effects on student behaviors was consistent with earlier findings in elementary schools. Study limitations and areas for future research are discussed.