Literaturnachweis - Detailanzeige
| Autor/inn/en | Chen, Pei Yu; Scheibel, Gretchen A.; Henley, Vanessa M.; Wills, Howard P. |
|---|---|
| Titel | Multi-Tiered Classroom Management Intervention in a Middle School Classroom: Initial Investigation of CW-FIT-Middle School Tier 1 and Self-Management |
| Quelle | (2021), (30 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Zusatzinformation | Weitere Informationen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Positive Behavior Supports; Middle School Students; Self Management; Grade 6; Reading Instruction; Task Analysis; Time on Task; Intervention; Teacher Student Relationship |
| Abstract | Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of class-wide function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data indicating additional support was needed, a self-management component was added to intensify the intervention (CW-FIT MS w/ SM). A single-subject multiple baseline design was implemented across four student participants, and the on-task student behavior as well as the teacher-student relationship were examined to assess the effects of the intervention. Results indicated improved on-task behavior for three of four students with the implementation of self-management intervention, demonstrating promising maintenance effects. Preliminary data showed an overall improvement in the teacher-student relationship. Both teachers and students reported positive perceptions about the intervention, consistent with earlier findings in CW-FIT MS studies. Limitations and areas for future research are addressed. [This paper will be published in "Journal of Positive Behavioral Interventions."] (As Provided). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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