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.
Beaty-O’FerrallM. E.GreenA.HannaF. (2010). Classroom management strategies for difficult students: Promoting change through relationships. Middle School Journal, 41, 4–11. doi:10.1080/00940771.2010.11461726
2.
BruniT. P.DrevonD.HixsonM.WyseR.CorcoranS.FursaS. (2017). The effect of functional behavior assessment on school-based interventions: A meta-analysis of single-case research. Psychology in the Schools, 54, 351–369. doi:10.1002/pits.22007
3.
CaldarellaP.WilliamsL.HansenB. D.WillsH. (2015). Managing student behavior with class-wide function-related intervention teams: An observational study in early elementary classrooms. Early Childhood Education Journal, 43, 357–365. doi:10.1007/s10643-014-0664-3
4.
CarterD. R.PoolJ. L. (2012). Appropriate social behavior: Teaching expectations to young children. Early Childhood Education Journal, 40, 315–321. doi:10.1007/s10643-012-0516-y
5.
ConklinC. G.KampsD.WillsH. (2016). The effects of class-wide function-related intervention teams (CW-FIT) on students’ prosocial classroom behaviors. Journal of Behavioral Education, 26, 75–100. doi:10.1007/s10864-016-9252-5
6.
CooperJ. O.HeronT. E.HewardW. L. (2006). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
7.
EcclesJ. S. (2004). Schools, academic motivation, and stage-environment fit. In LernerR.SteinbergL. (Eds.), Handbook of adolescent psychology (pp. 125–153). New York, NY: Wiley.
8.
GottfredsonD. C.GottfredsonG. D.HyblL. G. (1993). Managing adolescent behavior: A multiyear, multischool study. American Educational Research Journal, 30, 179–215. doi:10.3102/00028312030001179
9.
HarrellP.LeavellA.van TasselF.McKeeK. (2004). No teacher left behind: Results of a five-year study of teacher attrition. Action in Teacher Education, 26, 47–59.
10.
HarrisonJ. R.VannestK.DavisJ.ReynoldsC. (2012). Common problem behaviors of children and adolescents in general education classrooms in the United States. Journal of Emotional and Behavioral Disorders, 20, 55–64. doi:10.1177/1063426611421157
11.
JasonL. A.KuchayD. A. (2001). Ecological influences on school children’s classroom behavior. Education, 105, 411–413.
12.
KampsD.ConklinC.WillsH. (2015). Use of self-management with the CW-FIT group contingency program. Education and Treatment of Children, 38, 1–32. doi:10.1353/etc.2015.0003
13.
KampsD.WillsH. P.Dawson-BannisterH.Heitzman-PowellL.KottwitzE.HansenB.FlemingK. (2015). Class-wide function-related intervention teams “CW-FIT” efficacy trial outcomes. Journal of Positive Behavior Interventions, 17, 134–145. doi:10.1177/1098300714565244
14.
KampsD.WillsH. P.Heitzman-PowellL.LaylinJ.SzokeC.PetrilloT.CuleyA. (2011). Class-wide function-related intervention teams: Effects of group contingency programs in urban classrooms. Journal of Positive Behavior Interventions, 13, 154–167. doi:10.1177/1098300711398935
15.
KowalchukE. A. (1999). Perceptions of practice: What art student teachers say they learn and need to know. Studies in Art Education, 41, 71–90. doi:10.2307/1320251
16.
KusterD. A.BainC.NewtonC.MilbrandtM. K. (2010). Novice art teachers: Navigating through the first year. Visual Arts Research, 36, 44–54. doi:10.1353/var.2010.0001
17.
LarochelleL. (1999). Classroom management in the art room. Arts & Activities, 126, 62–63.
18.
MerrellK. W. (2002). School social behavior scales (2nd ed.). Eugene, OR: Assessment-Intervention Resources.
19.
NelsonM. A.CaldarellaP.HansenB. D.GrahamM. A.WilliamsL.WillsH. P. (2018). Improving student behavior in art classrooms: An exploratory study of CW-FIT tier 1. Journal of Positive Behavior Interventions, 20, 227–238. doi:1098300718762744
20.
ParkerR. I.VannestK. J.DavisJ. L.SauberS. B. (2010). Combining non-overlap and trend for single case research: Tau-U. Behavior Therapy, 42, 284–299. doi:10.1016/j.beth.2010.08.006
21.
ReddyR.RhodesJ. E.MulhallP. (2003). The influence of teacher support on student adjustment in the middle school years: A latent growth curve study. Development and Psychopathology, 15, 119–138. doi:10.1017/s0954579403000075
22.
ReinkeW. M.StormontM.HermanK. C.PuriR.GoelN. (2011). Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26, 1–13. doi:10.1037/a0022714
23.
SaundersR. J. (1989). How to select an effective art teacher. NASSP Bulletin, 73, 54–60.
24.
SimonsenB.SugaiG.NegronM. (2008). Schoolwide positive behavior supports: Primary systems and practices. Teaching Exceptional Children, 40, 32–40. doi:10.1177/004005990804000604
25.
SkibaR. J. (2014). The failure of zero tolerance. Reclaiming Children and Youth, 22, 27–33.
26.
SugaiG.HornerR. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24, 23–50. doi:10.1300/J019v24n01_03
27.
SusiF. D. (1995). Teacher Resource Series. Student behavior in art classrooms: The dynamics of discipline. Reston, VA: National Art Education Association.
28.
SusmanE. J.RogelA. (2004). Puberty and psychological development. In LernerR.SteinbergL. (Eds.), Handbook of adolescent psychology (pp. 15–44). New York, NY: Wiley.
29.
SymondsJ.HargreavesL. (2016). Emotional and motivational engagement at school transition: A qualitative stage-environment fit study. The Journal of Early Adolescence, 36, 54–85. doi:10.1177/0272431614556348
30.
VannestK. J.ParkerR. I.GonenO.AdiguzelT. (2016). Single Case Research: Web based calculators for SCR analysis (Version 2.0) [Web-based application]. College Station: Texas A&M University. Available from http://www.singlecaseresearch.org
31.
WalkerH. M.SeversonH. H.FeilE. G. (2014). Systematic screening for behavior disorders (2nd ed.). Eugene, OR: Pacific Northwest.
32.
WillsH. P.IwaszukW. M.KampsD.ShumateE. (2014). CW-FIT: Group contingency effects across the day. Education and Treatment of Children, 37, 191–210. doi:10.1353/etc.2014.0016
33.
WillsH. P.KampsD.CaldarellaP.WehbyH. P.Swinburne-RomineR. S. (2018). Class-wide function-related intervention teams “CW-FIT”: Outcomes from a multi-site randomized replication trial. The Elementary Education Journal, 119, 29–51. doi:10.1086/698818
34.
WillsH. P.KampsD.HansenB.ConklinC.BellingerS.NeaderhiserJ.NsubugaB. (2010). The classwide function-based intervention team program. Preventing School Failure: Alternative Education for Children and Youth, 54, 164–171. doi:10.1080/10459880903496230
35.
WillsH. P.WehbyJ.CaldarellaP.KampsD.Swinburne-RomineR. (2018). Classroom management that works: A replication trial of the CW-FIT program. Exceptional Children, 84, 437–456. doi:10.1177/0014402918771321
36.
YoungE. J.CaldarellaP.RichardsonM. J.YoungK. R. (2012). Positive behavior support in secondary schools: A practical guide. New York, NY: The Guilford Press.
