Abstract
AbstractChallenging classroom behavior can interfere with learning. Fortunately known, positive, and proactive approaches to behavior management can improve student responding. Class-Wide Function-related Intervention Teams (CW-FIT) have led to improvement in student behavior across elementary and middle school contexts. However, little is known of the impact of the intervention on high school student behavior. This study evaluated CW-FIT’s utility in improving high school student and high school teacher behavior in a co-taught learning environment. A single-subject withdrawal design was used to evaluate improvements in on-task behavior for 14 high school students in one co-taught classroom. The impact on praise and reprimand statements of two high school teachers was also assessed. The findings showed improvement to student and teacher behavior and sustainability of the intervention. Further, teachers and students expressed satisfaction with the intervention and teachers maintained high levels of implementation fidelity. Limitations of the evaluation and areas for future research are presented.
Highlights
Despite significant literature to inform implementation of evidence-based classroom management strategies to improve student behavior (Simonsen et al 2008), teachers often lack the knowledge or training to implement effective classroom management strategies reducing problem behavior responses (Moore et al 2017)
This study addresses the need for further evaluation of group contingencies in high school contexts by evaluating the utility of an interdependent group contingency, Class-Wide Function-related Intervention Teams (CW-FIT), in improving on-task behavior of high school students in a co-taught learning environment (Wills et al 2019)
The data suggest a functional relation between high school student on-task behavior and CW-FIT
Summary
Despite significant literature to inform implementation of evidence-based classroom management strategies to improve student behavior (Simonsen et al 2008), teachers often lack the knowledge or training to implement effective classroom management strategies reducing problem behavior responses (Moore et al 2017). Because display of off-task or disruptive behavior can impede learning for all students in the classroom, supporting teachers in implementation of effective management methods. This is of particular importance in high school contexts which report the highest rates of suspensions and expulsions used to manage challenging behaviors (Flannery et al 2014). Group contingency interventions (e.g., Good et al 2019) have proven effective at decreasing behavior in high school settings, issues of sustainability and adherence to principles of positive behavior support remain. This study addresses the need for further evaluation of group contingencies in high school contexts by evaluating the utility of an interdependent group contingency, Class-Wide Function-related Intervention Teams (CW-FIT), in improving on-task behavior of high school students in a co-taught learning environment (Wills et al 2019)
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