Improving Student Behavior in Middle Schools: Results of a Classroom Management Intervention

Wills, Howard P.; Caldarella, Paul; Mason, Benjamin A.; Lappin, Amanda; Anderson, David A.

doi:10.1177/1098300719857185

Cited by 30 publications

(58 citation statements)

References 48 publications

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“…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).…”

Section: Discussionsupporting

confidence: 92%

“…The promising results achieved by Orr et al (2019) and Wills et al (2019) affecting the unique behavioral challenges occurring in middle level schools affirmed the importance of evaluating the feasibility of implementation of intervention components in novel environments with a larger number of teachers and students, including students with or at risk for EBD.…”

Section: Study Purposementioning

confidence: 95%

“…As part of the process of developing CW-FIT MS, a series of qualitative focus groups were conducted to invite middle level school teachers, administrators, and students to provide feedback on CW-FIT MS components (see Wills, Caldarella, Mason, Lappin, & Anderson, 2019). While the middle level and elementary versions were quite similar, several revisions were made.…”

Section: Review Of Previous Researchmentioning

confidence: 99%

“…Both teachers and students reported the intervention to be socially valid. Wills et al (2019) examined the effects of CW-FIT MS Tier 1 in three middle grades classrooms using a singlesubject ABAB withdrawal design. Results showed a noticeable improvement in class-wide on-task behavior from a baseline average of 56% to an implementation average of 78%.…”

Section: Review Of Previous Researchmentioning

confidence: 99%

“…Researchers chose dependent variables and measures based on previous CW-FIT studies so results could be compared (Caldarella et al, 2017;Wills et al, 2019Wills et al, , 2016. Data were collected for (a) on-task behavior of all students in the class, (b) on-task behavior of the students identified as at risk for EBD, (c) disruptive behavior of the at-risk students, and (d) teacher praise and reprimand rates.…”

Section: Dependent Variables and Measuresmentioning

confidence: 99%

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

et al. 2019

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During the transition from the elementary to middle grades, young adolescents may become increasingly vulnerable for emotional and behavioral problems. Class-Wide Function-Related Intervention Teams for middle level school (CW-FIT MS), the independent variable examined in this study, was developed to improve teaching and learning by fostering student engagement. The study's purpose was to examine the feasibility and effects of CW-FIT MS Tier 1 implementation in nine middle level school classes using a single-subject ABAB withdrawal design. Participants were 234 students in grades 6-8, including 23 identified as at risk for emotional behavioral disorders. Results of CW-FIT MS Tier 1 implementation showed significant improvement in on-task behavior for groups as well as individual target students, increased teacher praise-to-reprimand ratios, and decreased target student disruptions. Outcomes of social validity surveys were consistent with earlier studies. Study findings extend previous results by demonstrating positive intervention effects in novel settings with a greater number of participants. Study limitations and areas for future research are discussed.

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Section: Discussionsupporting

confidence: 92%

Section: Study Purposementioning

confidence: 95%

Section: Review Of Previous Researchmentioning

confidence: 99%

Section: Review Of Previous Researchmentioning

confidence: 99%

Section: Dependent Variables and Measuresmentioning

confidence: 99%

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

et al. 2019

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Managing middle school students' disruptive behaviors during physical education classes using the color wheel system

Tounsi,

Trabelsi,

Souissi

et al. 2023

Psychology in the Schools

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This study investigated whether the use of the color wheel system (CWS) during physical education (PE) classes is associated with a significant decrease in disruptive behaviors among middle school students. Using a multiple‐baseline single‐case design, we investigated the effects of the CWS on disruptive behavior in nine middle school students with identified disruptive tendencies, aged 13.33 ± 1.1 years on average. Disruptive behaviors were tracked through observation using a 15‐s partial time sampling technique. The results, as indicated by time series graphs and Nonoverlap of All Pairs values ranging from 0.79 to 1.00, consistently demonstrated that the implementation of the CWS led to a reduction in disruptive behaviors across the three classrooms. The findings suggest that the CWS is an effective intervention for mitigating disruptive behaviors among school‐aged children during PE classes. However, it should be noted that the training procedures for implementing the CWS were relatively brief. To address potential limitations in future CWS implementations, it is recommended to address these shortcomings and carefully consider the implementation of the CWS as a behavioral intervention in PE.

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Effects of a Behavior Management Strategy, CW-FIT, on High School Student and Teacher Behavior

2021

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Challenging classroom behavior can interfere with learning. Fortunately known, positive, and proactive approaches to behavior management can improve student responding. Class-Wide Function-related Intervention Teams (CW-FIT) have led to improvement in student behavior across elementary and middle school contexts. However, little is known of the impact of the intervention on high school student behavior. This study evaluated CW-FIT’s utility in improving high school student and high school teacher behavior in a co-taught learning environment. A single-subject withdrawal design was used to evaluate improvements in on-task behavior for 14 high school students in one co-taught classroom. The impact on praise and reprimand statements of two high school teachers was also assessed. The findings showed improvement to student and teacher behavior and sustainability of the intervention. Further, teachers and students expressed satisfaction with the intervention and teachers maintained high levels of implementation fidelity. Limitations of the evaluation and areas for future research are presented.

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Improving Student Behavior in Middle Schools: Results of a Classroom Management Intervention

Cited by 30 publications

References 48 publications

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

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

Managing middle school students' disruptive behaviors during physical education classes using the color wheel system

Effects of a Behavior Management Strategy, CW-FIT, on High School Student and Teacher Behavior

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