Effects of CW-FIT on Teachers’ Ratings of Elementary School Students at Risk for Emotional and Behavioral Disorders

Abstract

Social Skill Deficits, Problem Behaviors, and Academic Difficulties Students classified with EBD consistently demonstrate lower social skills than typical peers or their peers with other disabilities (Lane, Carter, Pierson, & Glaeser, 2006; Wagner et al., 2005). Social skills are learned, situationspecific behaviors that result in positive interpersonal interactions (Merrell & Gimpel, 1998; Young, Caldarella, Richardson, & Young, 2012). Shores and Wehby (1999) noted that the social interactions between teachers and students with EBD often consist of more negative than positive or neutral interactions. Indeed, one of the most prevalent characteristics of EBD is an inability to build or maintain satisfactory interpersonal relationships with others (Gage, 2013; Individuals With Disabilities Education Improvement Act, 2004). This is concerning because students need to learn and use appropriate social skills to be successful in 723353P BIXXX10.

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

“…Finally, although progress toward meeting goals was discussed with students in all seven studies, it was not clear that data were used or graphed to monitor student progress in any of these studies. In addition to the outcomes reported above, social problem solving with a goal-setting component resulted in significant improvements in teacher ratings of student behavior and social competence (Caldarella et al, 2009;Lochman et al, 1989), significant decreases in suicide risk and related risk factors (Randell et al, 2001), and significant decreases in off-task behavior (Lochman, 1984;Lochman et al, 1985Lochman et al, , 1989. Like the majority of studies included in this review, none of these studies examined the unique effects of individual intervention components on student outcomes.…”

“…In these seven studies, students participated in small-group interventions that were generally led by adults, such as school counselors, mentors, and teachers (Amish, Gesten, Smith, Clark, & Stark, 1988;Caldarella et al, 2009;Lochman, Burch, Curry, & Lampron, 1984;Lochman, Coie, Underwood, & Terry, 1993;Lochman, Lampron, Burch, & Curry, 1985;Lochman, Lampron, Gemmer, Harris, & Wyckoff, 1989;Randell et al, 2001). All interventions in this group of studies targeted multiple self-determination and social skills but mostly focused on students solving social problems and setting goals to improve their behavior.…”

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

“…Researchers have assessed the impact of an interdependent group contingency strategy, CW-FIT, on student and teacher behaviors (Kamps et al, 2015; Wills et al, 2016; Wills et al, 2018b). CW-FIT is a multitiered intervention encompassing many evidence-based classroom management strategies (e.g., identification and teaching of expectations, precorrection, active supervision of behaviors, immediate and consistent feedback, 4:1 praise-to-reprimand ratio, minimizing reward of problem behaviors, and an interdependent group contingency; Caldarella et al, 2018). Implementation of CW-FIT Tier 1 begins with explicit instruction of target social behaviors (e.g., following directions the first time, gaining teacher attention).…”

“…CW-FIT has demonstrated a positive impact on elementary student and teacher behavior (Caldarella et al, 2018; Kamps et al, 2011; Wills et al, 2018a). Kamps and colleagues (2011) assessed the intervention with 107 students in culturally diverse elementary classrooms and found increases in on-task behavior, decreases in off-task behavior, and increased teacher praise.…”

Intervenções para desenvolvimento de habilidades de gestão da sala de aula: uma revisão Integrativa

“…Conforme informado no site oficial, escolas que adotam o SWPBIS são capazes de iniciar a implementação de Nível I a um custo total unitário de US$ 5.000 a US$ 10.000 por escola em um período de dois anos. Seletiva, e se propõe a ajudar os professores na implementação consistente e habilidosa de estratégias baseadas em evidências para gestão da sala de aula (Caldarella et al, 2018). O CW-FIT está ancorado nas estratégias relacionadas ao que a literatura chama de Positive Behavior Intervention and Supports (PBIS) (Crone et al, 2015).…”