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

Autor/inn/en	Caldarella, Paul; Williams, Leslie; Hansen, Blake D.; Wills, Howard
Titel	Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms
Quelle	In: Early Childhood Education Journal, 43 (2015) 5, S.357-365 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-014-0664-3
Schlagwörter	Student Behavior; Elementary School Students; Intervention; Early Childhood Education; Behavior Modification; Class Activities; Interpersonal Competence; Reinforcement; Contingency Management; Behavior Problems; Self Management; Functional Behavioral Assessment; Kindergarten; Grade 1; Grade 2; Elementary School Teachers; Program Effectiveness + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Behaviour modification; Verhaltensänderung; Interpersonale Kompetenz; Positive Verstärkung; Krisenbewältigung; Selbstmanagement; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01