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Autor/inn/en | Speight, Renee; Whitby, Peggy; Kucharczyk, Suzanne |
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Titel | Impact of CW-FIT on Student and Teacher Behavior in a Middle School |
Quelle | In: Journal of Positive Behavior Interventions, 22 (2020) 4, S.195-206 (12 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1098-3007 |
DOI | 10.1177/1098300720910133 |
Schlagwörter | Student Behavior; Teacher Behavior; Middle School Students; Middle School Teachers; Positive Behavior Supports; Intervention; Classroom Techniques; Program Implementation; Grade 6; Grade 7; Team Teaching; Negative Reinforcement; Behavior Modification Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Klassenführung; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Teamteaching; Negative Verstärkung; Behaviour modification; Verhaltensänderung |
Abstract | Positive behavior interventions and supports (PBIS) improve student behavior. Yet, teachers may not receive adequate training to implement PBIS at the classroom level. This study evaluated class-wide function-related intervention teams (CW-FIT) as a classroom-level behavior management system to determine whether the behavior of middle school students would improve with teacher implementation of CW-FIT. A multiple-baseline across conditions design was used to evaluate changes in on-task behavior of adolescent students in sixth and seventh grade from a socioeconomically and ethnically diverse middle school. In addition, the effects on teacher behavior-specific praise statements and teacher reprimands were assessed. Consistent with previous evaluations of CW-FIT, findings indicated a functional relation between the intervention and increases in on-task student behavior. In addition, the findings also showed improvements to teacher behavior with increases in behavior-specific praise statements; however, no effect was observed with teacher reprimands. Social validity measures indicated students and teachers found the intervention favorable. Implications, limitations, and areas for future inquiry are discussed. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |