The Effects of the CW-FIT Group Contingency on Class-Wide and Individual Behavior in an Urban First Grade Classroom

Autor/inn/en	Naylor, Anna Schmidt; Kamps, Debra; Wills, Howard
Titel	The Effects of the CW-FIT Group Contingency on Class-Wide and Individual Behavior in an Urban First Grade Classroom
Quelle	In: Education and Treatment of Children, 41 (2018) 1, S.1-30 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Intervention; Contingency Management; Time on Task; Student Behavior; Behavior Problems; Grade 1; Elementary School Students; Teaching Methods; Role Playing; Modeling (Psychology); Direct Instruction; Skill Development; Social Behavior; Teamwork; Rewards; Program Evaluation; Program Effectiveness; Behavior Modification; Reinforcement; Immigrants; English Language Learners; Screening Tests; At Risk Students; Positive Behavior Supports; Questionnaires; Observation; Behavior Disorders; Systematic Screening for Behavior Disorders + Suchen Sie Ihr Suchwort? Krisenbewältigung; Zeitaufwand; Student behaviour; Schülerverhalten; School year 01; 1. Schuljahr; Schuljahr 01; Teaching method; Lehrmethode; Unterrichtsmethode; Rollenspiel; Modeling; Modelling; Modellierung; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Kompetenzentwicklung; Qualifikationsentwicklung; Social behaviour; Soziales Verhalten; Reward; Belohnung; Programme evaluation; Programmevaluation; Behaviour modification; Verhaltensänderung; Positive Verstärkung; Immigrant; Immigrantin; Immigranten; Screening-Verfahren; Fragebogen; Beobachtung
Abstract	The current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening. The classroom teacher used a systematic instruction model (i.e., direct instruction, model, and role-play) to teach three behavioral skills, including (a) gaining the teacher's attention appropriately, (b) following directions, and (c) ignoring inappropriate peer behavior. These skills were reinforced through use of an interdependent group contingency, the CW-FIT program, incorporating class teams, awarding points, and rewards for meeting point goals. The effects of the intervention on target student and class behavior were evaluated in a reversal design. Results showed the CW-FIT program was effective in increasing the on-task behavior of the class and target students. A reduction in disruptive behavior was also seen for each target student during intervention. Students and teacher reported a high degree of satisfaction with the intervention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01