Supporting elementary school classroom management: an implementation study of the CW-FIT program

被引：4

作者：

Wills, Howard P. ^{[1
]}

Wehby, Joseph H. ^{[2
]}

Caldarella, Paul ^{[3
]}

Williams, Leslie ^{[3
]}

机构：

[1] Univ Kansas, Juniper Gardens Childrens Project, Kansas City, KS USA

[2] Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37235 USA

[3] Brigham Young Univ, Ctr Improvement Teacher Educ & Schooling, 149 MCKB, Provo, UT 84602 USA

来源：

PREVENTING SCHOOL FAILURE | 2022年 / 66卷 / 03期

关键词：

Classroom management; elementary school; positive behavior support; student behavior; teacher behavior; GOOD BEHAVIOR GAME; TEACHER-OUTCOMES; INTERVENTION; STUDENTS; SYSTEM;

D O I：

10.1080/1045988X.2021.2013150

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：195 / 205

页数：11

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