Supporting Elementary School Classroom Management: An Implementation Study of the CW-FIT Program

Autor/inn/en	Wills, Howard P.; Wehby, Joseph H.; Caldarella, Paul; Williams, Leslie
Titel	Supporting Elementary School Classroom Management: An Implementation Study of the CW-FIT Program
Quelle	In: Preventing School Failure, 66 (2022) 3, S.195-205 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wills, Howard P.) ORCID (Wehby, Joseph H.) ORCID (Caldarella, Paul) ORCID (Williams, Leslie) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2021.2013150
Schlagwörter	Elementary School Teachers; Classroom Techniques; Program Implementation; Positive Reinforcement; Student Behavior; At Risk Students; Intervention; Fidelity; Kansas; Utah; Tennessee + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenführung; Student behaviour; Schülerverhalten
Abstract	Class-Wide Function-Related Intervention Teams (CW-FIT) is a classroom management system using a group contingency involving direct teaching of classroom rules/skills, differential reinforcement of appropriate behaviors, and minimized social attention to inappropriate behaviors. We investigated elementary school teachers' implementation of CW-FIT with minimal reliance on external researcher support. Nine teachers and their classes participated. Ten students nominated as at risk for emotional and behavioral disorders (EBD) were individually monitored. Effects were examined using a single case reversal design. During CW-FIT implementation teachers' use of praise increased and reprimands decreased, on-task behavior increased in all classrooms, and seven of the at-risk students also showed decreased disruptive behaviors. Teacher and student social validity ratings indicated support of and satisfaction with the program. Implications for classroom practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01