Middle School Classroom Management: A Randomized Control Trial of Class-Wide Function-Related Intervention Teams for Middle Schools (CW-FIT MS)

Autor/inn/en	Wills, Howard P.; Caldarella, Paul; Williams, Leslie; Fleming, Kandace; Chen, Pei-Yu
Titel	Middle School Classroom Management: A Randomized Control Trial of Class-Wide Function-Related Intervention Teams for Middle Schools (CW-FIT MS)
Quelle	In: Journal of Behavioral Education, 32 (2023) 2, S.189-211 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wills, Howard P.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-021-09455-0
Schlagwörter	Middle School Students; Classroom Techniques; Student Behavior; Intervention; Positive Behavior Supports; Disadvantaged Schools; Positive Reinforcement; At Risk Students; Behavior Problems + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Klassenführung; Student behaviour; Schülerverhalten
Abstract	Middle school is a cornerstone for success in high school. However, cognitive, emotional, and behavioral engagement of adolescents often decline as they transition from elementary to middle school, resulting in lower school grades and more challenging behaviors, especially for adolescents with or at risk for emotional and behavioral disorders (EBD). Class-wide function-related intervention teams (CW-FIT), a classroom management program based on school-wide positive behavior support, has been found to be effective in elementary general and special education classrooms. The present study, a randomized control trial of CW-FIT for middle schools (CW-FIT MS), evaluated the effects on class-wide on-task behavior, as well as the on-task and disruptive behaviors of students identified as at risk for EBD. Participants included 629 students (70 identified as at risk) enrolled in 28 middle school classrooms across five Title I schools representing diverse geographic, ethnic, and socioeconomic areas. The study also addressed research questions regarding effects of the intervention on teacher praise and reprimands, as well as teacher and student social validity. Results suggested that CW-FIT MS was associated with improvements in class-wide and at-risk student on-task behavior, student disruptions, teacher praise, and teacher reprimand rates. Both teachers and students reported the intervention to be socially valid. Study limitations and areas for future research are addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01