The effects of the class-wide function-related intervention teams on behaviors of an elementary student with autism spectrum disorder in an inclusive classroom in Taiwan

Wu, Yi; Chen, Pei-Yu; Tsai, Shin Ping; Tsai, Shu Fei; Chou, Yu Chi; Chiu, Chun Yu

doi:10.1080/20473869.2019.1647031

Cited by 12 publications

(7 citation statements)

References 18 publications

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“…Methodologically, the study offers valuable insights for future studies aiming to investigate complex interventions and pedagogical systems with similar research inquiries. As demonstrated by previous single case studies in related fields, utilizing students' individual developmental trajectories and within-individual reference norms can yield reliable results in assessing the effectiveness of interventions (Franzen and Kamps, 2008;Hill and Flores, 2014;Nelson et al, 2018;Wu et al, 2019). Also the data collection method, DBR, employed in this study has proven successful in generating valid outcomes regarding disruptive behavior teacher evaluations (Casale et al, 2017).…”

Section: Discussionmentioning

confidence: 77%

Tiers 1 and 2 of a German MTSS: impact of a multiple baseline study on elementary school students with disruptive behavior

Nitz,

Hagen,

Krull

et al. 2023

Front. Educ.

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IntroductionThe prevalence of disruptive behavior is increasing worldwide, affecting the learning process and classroom climate, teacher–student relationships, and peer interactions. Disruptive behavior in childhood can have detrimental effects on a child’s long-term growth and may predict similar behavior in adolescence and adulthood. Thus, it is not only contemporary education and school research that are concerned with addressing the issues of teacher workload reduction and improvement of students’ learning environment, but it is also a socially relevant issue. The Multi-tiered Systems of Supports (MTSS) effectively mitigates some of these challenges in the education system and is recognized as a successful framework.MethodsTherefore, this single-case study examined the first two tiers of an MTSS developed in Germany (Multimo) to determine the impact of its implementation on 32 students with disruptive behavior. The first hypothesis propose that the implementation of Tier 1 can effectively decrease disruptive behavior among all students and the second one that assigning students to Tier 2 can provide an additional reduction in disruptive behavior. Data analysis included multilevel analyses with piecewise-multilevel models and the overlap index, the Nonoverlap of All Pairs, based on teachers’ direct behavior rating. All analyses focused exclusively on the outcome variable of disruptive behavior, which was estimated based on teachers’ daily behavior ratings.ResultsThe results of the study showed a significant reduction of disruptive behavior in elementary school students at Tier 1. Disruptive behavior decreased at Tier 2 as well but did not show a significant change compared with Tier 1.DiscussionThe study concludes that in the context of an MTSS, the Good Behavior Game and Daily Behavior Report Card can be used together.

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Section: Discussionmentioning

confidence: 77%

Tiers 1 and 2 of a German MTSS: impact of a multiple baseline study on elementary school students with disruptive behavior

Nitz,

Hagen,

Krull

et al. 2023

Front. Educ.

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show abstract

“… n.a. Sanetti & Collier-Meek (2015) [ 76 ] Number of disruptive behavior 6 S1: 10.08–8.01 S2: 12.00–12.32 S3: 12.35–11.97 S4: 11.47–8.15 S5: 6.65–4.66 S6: 2.00–0.73 n.a Wu et al (2019) [ 77 ] On-task behavior Disruptive behavior 1 21%–72% 78%–35% n.a n.a. a = Percent rounded due to representation S = Student G = Grade C = Classroom.…”

Section: Resultsmentioning

confidence: 99%

“… Campus culture changed to a more positive environment. Positive repercussions for students concerning academic success at higher grade levels Wu et al (2019) [ 77 ] CW-FIT S, T Taiwan MM (9w) T1 = Reviewed three behavior expectations T 2 = Additional self-management Disruptive behavior CW-FIT is an effective intervention in increasing students on-task behaviors and decreasing disruptive behaviors. Implementing multiple tiers of CW-FIT was much more effective than implementing solely Tier 1.…”

Section: Methodsmentioning

confidence: 99%

Multi-tiered systems of support with focus on behavioral modification in elementary schools: A systematic review

Nitz

Brack

Hertel

et al. 2023

Heliyon

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“…Results revealed increases in the students' overall engagement and a more positive classroom environment. More recently, Wu et al (2019) found supplementing CW-FIT with self-management (CW-FIT w/ SM) was much more effective in increasing the on-task behavior and decreasing the disruptive behavior of a student with an autism spectrum disorder than implementing CW-FIT alone. The procedure and outcome of the CW-FIT w/ SM intervention were well-received by the general education teacher and the students.…”

Section: Cw-fit With Self-managementmentioning

confidence: 99%

Multi-Tiered Classroom Management Intervention in a Middle School Classroom: Initial Investigation of CW-FIT-Middle School Tier 1 and Self-Management

Chen

Scheibel

Henley

et al. 2021

Journal of Positive Behavior Interventions

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Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of class-wide function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data indicating additional support was needed, a self-management component was added to intensify the intervention (CW-FIT MS w/ SM). A single-subject multiple baseline design was implemented across four student participants, and the on-task student behavior as well as the teacher-student relationship were examined to assess the effects of the intervention. Results indicated improved on-task behavior for three of four students with the implementation of self-management intervention, demonstrating promising maintenance effects. Preliminary data showed an overall improvement in the teacher-student relationship. Both teachers and students reported positive perceptions about the intervention, consistent with earlier findings in CW-FIT MS studies. Limitations and areas for future research are addressed.

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The effects of the class-wide function-related intervention teams on behaviors of an elementary student with autism spectrum disorder in an inclusive classroom in Taiwan

Cited by 12 publications

References 18 publications

Tiers 1 and 2 of a German MTSS: impact of a multiple baseline study on elementary school students with disruptive behavior

Tiers 1 and 2 of a German MTSS: impact of a multiple baseline study on elementary school students with disruptive behavior

Multi-tiered systems of support with focus on behavioral modification in elementary schools: A systematic review

Multi-Tiered Classroom Management Intervention in a Middle School Classroom: Initial Investigation of CW-FIT-Middle School Tier 1 and Self-Management

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