Managing Student Behavior in a Middle School Special Education Classroom Using CW-FIT Tier 1

Autor/inn/en	Orr, Robyn K.; Caldarella, Paul; Hansen, Blake D.; Wills, Howard P.
Titel	Managing Student Behavior in a Middle School Special Education Classroom Using CW-FIT Tier 1
Quelle	In: Journal of Behavioral Education, 29 (2020) 1, S.168-187 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Caldarella, Paul) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-019-09325-w
Schlagwörter	Behavior Modification; Student Behavior; Middle School Students; Special Education; Classroom Techniques; Positive Reinforcement; Self Contained Classrooms; Students with Disabilities; Severe Disabilities; Student Improvement; Outcomes of Treatment; Tutors; Intervention + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Special needs education; Sonderpädagogik; Sonderschulwesen; Klassenführung; Disability; Disabilities; Studentin; Behinderung; Severe disability; Schwerbehinderung; Förderlehrer; Lehrender; Tutor
Abstract	Middle school special education teachers often express concern about challenging student behavior. Class-Wide Function-Related Intervention Teams (CW-FIT), a behavior management program based on school-wide positive behavior support, have been effective in elementary general education classrooms. The present study, the first to apply it in a middle school special education setting, used an ABAC design to examine effects on student on-task behavior and teacher praise rates in a self-contained special education classroom for students with severe disabilities and their typically developing peer tutors. Results suggested that CW-FIT Tier 1 is associated with improvements in student on-task behavior and teacher praise rates, especially when peer tutors are included in the intervention and when the timer is silent. Both teachers and students reported the intervention to be socially valid. Study limitations and areas for future research are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01