Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

• Published in: Journal of positive behavior interventions Vol. 20; no. 4; pp. 227 - 238
• Main Authors: Nelson, Melanie A., Caldarella, Paul, Hansen, Blake D., Graham, Mark A., Williams, Leslie, Wills, Howard P.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.10.2018; SAGE PUBLICATIONS, INC; SAGE Publications and Hammill Institute on Disabilities
• Subjects: Art Education; Behavior Problems; Classroom Techniques; Classrooms; Elementary School Students; Elementary School Teachers; Grade 3; Grade 5; Interpersonal Competence; Intervention; Positive Reinforcement; Program Effectiveness; Student Attitudes; Student Behavior; Student Improvement; Teacher Attitudes; Time on Task; Utah; art education; group contingency; classroom management; praise; social skills
• ISSN: 1098-3007; 1538-4772
• DOI: 10.1177/1098300718762744

Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed.