Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms

Abstract

Comprehensive evidence-based interventions are needed to help early childhood educators manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a multi-tiered behavioral intervention program based on positive behavior support principles, including four main elements: (a) teaching socially appropriate communication skills, (b) using differential reinforcement with an interdependent group contingency, (c) extinguishing or eliminating potential reinforcement for problem behavior, and (d) implementing individual interventions using self-management, help cards, and/or functional assessment. This study implemented CW-FIT with five kindergarten through second grade teachers. Results demonstrated efficacy of the program as early childhood teachers increased their praise rates and decreased their reprimand rates, and students responded with increased on-task behavior and fewer classroom disruptions. Study implications and limitations are addressed.

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).…”

“…In all classes, the data suggested a functional relationship between the intervention and improved on-task behavior. These findings are consistent with the results of earlier studies conducted in elementary (Caldarella et al, 2015;Kamps et al, 2011) and middle level (Orr et al, 2019;Wills et al, 2019) classes. Third, results indicated marked improvement in the on-task behavior of target students (Table 3), with a corresponding reduction in their disruptions (Table 4).…”

“…Students' dislikes included not earning points and being distracted by the observers or timer. Social validity findings aligned favorably with similar results attained in elementary school and middle level school special education classrooms (Caldarella et al, 2015;Orr et al, 2019).…”

“…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 .…”

Effects of an interdependent group contingency on engagement in physical education

“…CW‐FIT has been shown to increase time spent on task in elementary classrooms (Caldarella, Williams, Hansen, & Wills, ; Kamps et al, , ; Wills, Iwaszuk, Kamps, & Shumate, ). However, no studies of CW‐FIT have been conducted in a PE setting.…”