Improving Student Behavior in Middle School Art Classrooms: Initial Investigation of CW-FIT Tier 1

2019 ◽  
Vol 22 (1) ◽  
pp. 38-50
Author(s):  
Kimberly D. Monson ◽  
Paul Caldarella ◽  
Darlene H. Anderson ◽  
Howard P. Wills
Keyword(s):  
Middle School ◽  
Classroom Management ◽  
Positive Reinforcement ◽  
Single Subject ◽  
Teacher Praise ◽  
Initial Investigation ◽  
Task Behavior ◽  
On Task Behavior ◽  
Art Classrooms ◽  
Middle School Art

Classroom management is commonly challenging in middle schools. Class-wide function-related intervention teams (CW-FIT) is a multitiered intervention designed to decrease problem behaviors at the classroom level. It is comprises evidence-based practices such as teaching classroom expectations, increasing teacher praise, and using positive reinforcement in an interdependent group contingency. CW-FIT has shown promise in a variety of school settings, but it has not been tested in middle school art classrooms. This initial investigation examined the effects of CW-FIT using a single-subject ABAB design in two middle school art classrooms. Results indicated that class on-task behavior increased by more than 25% and teacher praise-to-reprimand ratios more than doubled during CW-FIT implementation compared with baseline levels. Results also indicated that on-task behavior for students identified as at risk for behavioral disorders improved by more than 18% during the intervention. Teachers and students found the intervention to be socially valid. Resulting implications were promising for using CW-FIT in other middle school art classrooms.

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

2018 ◽  
Vol 20 (4) ◽  
pp. 227-238 ◽  
Author(s):  
Melanie A. Nelson ◽  
Paul Caldarella ◽  
Blake D. Hansen ◽  
Mark A. Graham ◽  
Leslie Williams ◽  
...  
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Positive Reinforcement ◽  
Student Behavior ◽  
Management Strategies ◽  
Single Subject ◽  
Classroom Management Strategies ◽  
Task Behavior ◽  
On Task Behavior ◽  
Art Classrooms

Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed.

Implementing Positive Behavior Support in Preschools

2016 ◽  
Vol 19 (1) ◽  
pp. 48-60 ◽  
Author(s):  
Krystine A. Jolstead ◽  
Paul Caldarella ◽  
Blake Hansen ◽  
Byran B. Korth ◽  
Leslie Williams ◽  
...  
Keyword(s):  
Classroom Management ◽  
Challenging Behavior ◽  
Skills Training ◽  
Positive Behavior ◽  
Single Subject ◽  
Student Group ◽  
Teacher Praise ◽  
Task Behavior ◽  
Tier 1 ◽  
On Task Behavior

Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS practices. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with younger age groups. CW-FIT Tier 1 is a group contingency utilizing social skills training, teacher praise, and positive reinforcement to improve student behavior. The present study examined the effects of CW-FIT Tier 1 implementation on student group on-task behavior and on teacher praise and reprimand rates in four preschool classrooms. A single-subject delayed multiple baseline design with embedded reversals was used to evaluate impact. Results indicated the intervention increased student group on-task behavior and teacher praise to reprimand ratios. Both teachers and children found CW-FIT Tier 1 to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.

scholarly journals PENERAPAN TEKNIK SHAPING UNTUK MENINGKATKAN DURASI PERILAKU ON-TASK ANAK DENGAN MASALAH ATENSI

2020 ◽  
Vol 4 (1) ◽  
pp. 15-31
Author(s):  
Rahmatika Septina Chairunnisa ◽  
Cut Nurul Kemala
Keyword(s):  
Positive Reinforcement ◽  
Intervention Program ◽  
Single Subject ◽  
Single Subject Design ◽  
Academic Tasks ◽  
Attention Problem ◽  
Shaping Technique ◽  
Task Behavior ◽  
Subject Design ◽  
On Task Behavior

The aim of this study was to examine the effectiveness of the application of shaping technique with positive reinforcement, prompting, and fading technique in increasing the duration of on task-behavior in children with attention problem. The participant was AR, a 6- year-1-month-old boy who showed some behavior criteria or description of attentional disorder in interactive disorder category (ICDL-DMIC, 2005). The design in this study was a single-subject design with A-B type. The observer used a continuous recording method to measure the duration of on-task and off-task behavior when the child was working on some grade-1-level academic tasks. The result showed longer on-task behavior duration at the end of the intervention program.

Implementing Positive Behavior Support Within Preschool Settings: Group Functional Assessment and CW-FIT

2020 ◽  
Vol 22 (3) ◽  
pp. 167-180
Author(s):  
Dearbhaile Mahon ◽  
Ciara Gunning ◽  
Jennifer Holloway ◽  
Helena Lydon
Keyword(s):  
Social Skills ◽  
Classroom Management ◽  
Problem Behavior ◽  
Visual Analysis ◽  
Training Group ◽  
Skills Training ◽  
Baseline Design ◽  
Management Interventions ◽  
Task Behavior ◽  
On Task Behavior

Preschool is an important educational setting for child development, and problem behavior is a prevalent barrier within this setting. Preschool teachers have expressed the need for evidence-based classroom management interventions to address problem behavior. Class-Wide Function-Related Intervention Teams (CW-FIT) is an intervention that incorporates social skills training, group contingencies, and reinforcement to address problem behavior within classrooms. This intervention has been found to be socially valid by teachers and children, and effective in increasing children’s engagement, decreasing problems/problem behavior in elementary, kindergarten, and first- and second-grade classrooms. The aim of the current study was to evaluate a modified CW-FIT as an effective strategy to address problem behavior within two community preschools in Ireland across three preschool classes with 32 children. A multiple-baseline design across groups was employed to evaluate the outcomes, with measures of generalization and maintenance (for one group) also taken. Visual analysis of data revealed an increase in the children’s on-task behavior and social skills as well as a decrease in children’s problem behavior within these settings. Generalization (across all three groups) and maintenance (across one group) of these findings for on-task behavior and problem behavior were also observed. Social validity measures showed that teachers rated the intervention as socially acceptable.

Improving Student Behavior in Middle Schools: Results of a Classroom Management Intervention

2019 ◽  
Vol 21 (4) ◽  
pp. 213-227 ◽  
Author(s):  
Howard P. Wills ◽  
Paul Caldarella ◽  
Benjamin A. Mason ◽  
Amanda Lappin ◽  
Darlene H. Anderson
Keyword(s):  
Middle School ◽  
Classroom Management ◽  
Student Behavior ◽  
Differential Reinforcement ◽  
Future Research ◽  
Individual Student ◽  
Single Subject ◽  
Intervention Teams ◽  
Management Intervention ◽  
Eighth Grade Students

Transitioning from elementary to middle school is a time of particular vulnerability for students with behavior problems. This study examined the effects of class-wide function-related intervention teams (CW-FIT) in three middle school classrooms to determine whether this multitiered intervention could help teachers proactively manage student behavior. With a focus on teaching classroom expectations, delivering behavior-specific praise, and providing differential reinforcement within an interdependent group contingency, CW-FIT is designed to teach functional replacement behaviors that support students’ academic engagement. Intervention effects were assessed with seventh- and eighth-grade students from diverse backgrounds. Results, evaluated using a single-subject withdrawal (ABAB) design, indicated improved rates of on-task behavior at both class-wide and individual student levels, with corresponding increases in teacher praise and decreases in teacher reprimands. The positive way in which participants viewed CW-FIT implementation and its accompanying effects on student behaviors was consistent with earlier findings in elementary schools. Study limitations and areas for future research are discussed.

Improving the Functional Utility and Effectiveness of Classroom Services for Students with Profound Multiple Handicaps

1986 ◽  
Vol 11 (3) ◽  
pp. 162-170 ◽  
Author(s):  
Carolyn W. Green ◽  
Vicki S. Canipe ◽  
Pamela J. Way ◽  
Dennis H. Reid
Keyword(s):  
Classroom Management ◽  
Special Educators ◽  
Intervention Strategy ◽  
Management Program ◽  
Educational Services ◽  
Task Behavior ◽  
Degree Of Acceptance ◽  
On Task Behavior ◽  
High Degree ◽  
Functional Task

A difficult task facing special educators is the provision of appropriate educational services to students who have profound mental and physical handicaps. We evaluated a means of improving classroom services for this student population by (a) increasing their involvement in more functional educational tasks than those traditionally provided and (b) increasing their overall attending-to-task (on-task behavior). A multicomponent staff supervision and classroom management program was implemented with staff in three classrooms and was accompanied by large increases in functional task involvement in each classroom. The increases maintained over a 6-month period. The program was also accompanied by smaller, but consistent, increases in student on-task performances. The increased on-task behavior improved the classroom performances to a level above that observed in four control classrooms serving students with profound handicaps. A staff survey indicated a high degree of acceptance of the intervention strategy employed as well as the emphasis on functional educational tasks. Results are discussed in terms of continued development of more appropriate and effective educational services for individuals who have profound handicaps.

Increasing Teacher Praise and on Task Behavior for Students With Autism Using Mobile Technology

2015 ◽  
Vol 30 (2) ◽  
pp. 101-111 ◽  
Author(s):  
Christopher J. Rivera ◽  
Lee L. Mason ◽  
Iffat Jabeen ◽  
Josiah Johnson
Keyword(s):  
Mobile Technology ◽  
Teacher Praise ◽  
Task Behavior ◽  
Students With Autism ◽  
On Task Behavior

The Effects of a Student-Operated Business Curriculum on the On-Task Behavior of Students with Behavioral Disorders

1994 ◽  
Vol 19 (2) ◽  
pp. 136-141 ◽  
Author(s):  
Christine C. Mcwhirter ◽  
Lisa A. Bloom
Keyword(s):  
Middle School ◽  
Behavioral Disorders ◽  
Functional Relationship ◽  
Sampling Procedure ◽  
Time On Task ◽  
Time Sampling ◽  
Business Curriculum ◽  
School Class ◽  
Task Behavior ◽  
On Task Behavior

This study examined the effects of a student-operated business curriculum on the on-task behavior of three students with behavioral disorders in a self-contained middle school class. An ABAB design was employed to determine the effects of the intervention. Data were collected using a one-minute time-sampling procedure. Results indicated a functional relationship between the student-operated business curriculum and time on task in mathematics.

The Effects of Prompting Appropriate Behavior on the Off-Task Behavior of Two Middle School Students

2011 ◽  
Vol 14 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Aimee Faul ◽  
Karoline Stepensky ◽  
Brandi Simonsen
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
General Education ◽  
Single Subject ◽  
School Students ◽  
Baseline Phase ◽  
Simple Strategy ◽  
Task Behavior ◽  
Study Results ◽  
K 12

Prompting is a simple strategy that has been demonstrated to increase appropriate (and decrease inappropriate) behavior when used (a) as a stand-alone strategy with preschool students and individuals with disabilities and (b) in combination with other strategies (e.g., active supervision) with K-12 students in general education settings. Until now, no studies have specifically investigated the effectiveness of prompting as a stand-alone strategy in a general education setting. This study used a single-subject alternating treatment design, with a baseline phase, to explore the relationship between the presence (or absence) of prompting and off-task behavior of two male middle school students in general education. Study results document a decrease in off-task behavior with prompting. Results and implications are discussed in light of limitations.

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