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

Abstract

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.

Managing Student Behavior in the Middle Grades Using Class-wide Function-Related Intervention Teams

“…Current findings are consistent with results of earlier studies documenting the positive effects of CW-FIT on teacher praise and reprimands as well as classroom behavior and student engagement across a range of age groups and ability levels, including students at risk for EBD (Caldarella et al, 2015;Kamps et al, 2015;Orr et al, 2019;Weeden et al, 2016;Wills et al, 2019).…”

“…First, concerning implementation fidelity, data collected across the nine classes during all intervention periods resulted in high fidelity, in contrast to lack of fidelity during baseline conditions. These findings are consistent with previous research documenting high levels of fidelity during CW-FIT MS implementation in middle level school (Orr et al, 2019;Wills et al, 2019) and in elementary school classes (Kamps et al, 2015;Wills et al, 2016).…”

“…Previous studies of CW-FIT in elementary grades have consistently shown improved prosocial behavior and reduced disruptive behavior during instruction as well as increased rates of teacher praise and decreased reprimands across age groups and subject areas (Caldarella, Williams, Hansen, & Wills, 2015;Caldarella, Williams, Jolstead, & Wills, 2017;Kamps et al, 2015Kamps et al, , 2011Weeden, Wills, Kottwitz, & Kamps, 2016;Wills, Iwaszuk, Kamps, & Shumate, 2014;Wills et al, 2010). The intervention has also been found to yield high levels of treatment integrity and to be perceived by teachers and students as being socially valid .…”

Education for all: The Good Inclusion Game

“…The rewards/reinforcers earned by the children should be mainly activity reinforcers (Cooper, Heron, & Heward, 2007), such as extra time on the computer, homework free afternoon, or other privileges or treats that are cost free. Most teachers know how to reward good behavior (Kamps et al, 2011(Kamps et al, , 2015. The GIG offers new opportunities to do so.…”

“…There are some rather effective school-wide positive behavior support programs for students at risk of social, emotional, and behavioral disorders, such as Class-Wide Function-related Intervention Teams (Kamps et al, 2011(Kamps et al, , 2015. These largely focus on eliminating problem behaviors through extinction or differential reinforcement and teachers recognizing and reinforcing appropriate student on-task behaviors and communication skills.…”