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

Autor/inn/en	Kamps, Debra; Wills, Howard; Dawson-Bannister, Harriett; Heitzman-Powell, Linda; Kottwitz, Esther; Hansen, Blake; Fleming, Kandace
Titel	Class-Wide Function-Related Intervention Teams "CW-FIT" Efficacy Trial Outcomes
Quelle	In: Journal of Positive Behavior Interventions, 17 (2015) 3, S.134-145 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300714565244
Schlagwörter	Intervention; Behavior Modification; Positive Reinforcement; Behavior Problems; Student Behavior; Elementary School Students; Elementary School Teachers; Comparative Analysis; Control Groups; Experimental Groups; Time on Task; Program Effectiveness; Program Implementation; Fidelity; Observation; Classroom Techniques; Questionnaires; Attitude Measures; Likert Scales; Teacher Attitudes; Student Surveys; Student Attitudes; Skill Development; Statistical Analysis + Suchen Sie Ihr Suchwort? Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Zeitaufwand; Beobachtung; Klassenführung; Fragebogen; Likert-Skala; Lehrerverhalten; Schülerbefragung; Kompetenzentwicklung; Qualifikationsentwicklung; Statistische Analyse
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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11