Improving Student Behavior in Middle School Art Classrooms: Initial Investigation of CW-FIT Tier 1

• Published in: Journal of positive behavior interventions Vol. 22; no. 1; pp. 38 - 50
• Main Authors: Monson, Kimberly D., Caldarella, Paul, Anderson, Darlene H., Wills, Howard P.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.01.2020; SAGE PUBLICATIONS, INC; SAGE Publications and Hammill Institute on Disabilities
• Subjects: Art Education; Behavior Disorders; Classroom Techniques; Classrooms; Evidence Based Practice; Intervention; Middle School Students; Middle schools; Positive Behavior Supports; Positive Reinforcement; Self Management; Student Behavior; Student Improvement; social support; classroom intervention; middle school; self-management
• ISSN: 1098-3007; 1538-4772
• DOI: 10.1177/1098300719864704

Classroom management is commonly challenging in middle schools. Class-wide function-related intervention teams (CW-FIT) is a multitiered intervention designed to decrease problem behaviors at the classroom level. It is comprises evidence-based practices such as teaching classroom expectations, increasing teacher praise, and using positive reinforcement in an interdependent group contingency. CW-FIT has shown promise in a variety of school settings, but it has not been tested in middle school art classrooms. This initial investigation examined the effects of CW-FIT using a single-subject ABAB design in two middle school art classrooms. Results indicated that class on-task behavior increased by more than 25% and teacher praise-to-reprimand ratios more than doubled during CW-FIT implementation compared with baseline levels. Results also indicated that on-task behavior for students identified as at risk for behavioral disorders improved by more than 18% during the intervention. Teachers and students found the intervention to be socially valid. Resulting implications were promising for using CW-FIT in other middle school art classrooms.