Class-Wide Function-Related Intervention Teams “CW-FIT” Efficacy Trial Outcomes

The purpose of the study was to determine the efficacy of the Class-Wide Function-Related Intervention Teams (CW-FIT) program for improving students’ on-task behavior, and increasing teacher recognition of appropriate behavior. The intervention is a group contingency classroom management program con...

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Bibliographic Details
Published in:Journal of positive behavior interventions 2015-07, Vol.17 (3), p.134-145
Main Authors: Kamps, Debra, Wills, Howard, Dawson-Bannister, Harriett, Heitzman-Powell, Linda, Kottwitz, Esther, Hansen, Blake, Fleming, Kandace
Format: Article
Language:English
Subjects:
At risk students
Attitude Measures
Behavior disorders
Behavior Modification
Behavior Problems
Classroom management
Classroom Techniques
Clinical outcomes
Comparative Analysis
Control Groups
Data Analysis
Design
Educational Environment
Elementary School Students
Elementary School Teachers
Elementary schools
Experimental Groups
Fidelity
Intervention
Likert Scales
Multicultural education
Observation
Positive Reinforcement
Program Effectiveness
Program Implementation
Questionnaires
Skill Development
Statistical Analysis
Student Attitudes
Student Behavior
Student Improvement
Student Surveys
Teacher Attitudes
Teachers
Teaching
Time on Task
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Summary:The purpose of the study was to determine the efficacy of the Class-Wide Function-Related Intervention Teams (CW-FIT) program for improving students’ on-task behavior, and increasing teacher recognition of appropriate behavior. The intervention is a group contingency classroom management program consisting of teaching and reinforcing appropriate behaviors (i.e., getting the teacher’s attention, following directions, and ignoring inappropriate behaviors of peers). Seventeen elementary schools, the majority in urban and culturally diverse communities, participated in a randomized trial with 86 teachers (classrooms) assigned to CW-FIT, and 73 teachers (classrooms) assigned to the comparison group. Class-wide student on-task behavior improved over baseline levels in the intervention classes. Teachers were able to implement the intervention with high fidelity overall, as observed in adherence to 96% of the fidelity criteria on average. Teacher praise and attention to appropriate behaviors increased, and reprimands decreased. These effects were replicated in new classrooms each of the 4 years of the study, and for all years combined.
ISSN:1098-3007
1538-4772
DOI:10.1177/1098300714565244