Impact of CW-FIT on Student and Teacher Behavior in a Middle School

Autor/inn/en	Speight, Renee; Whitby, Peggy; Kucharczyk, Suzanne
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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