During the move to ninth grade, students often face increased academic and behavioral challenges. This study examined Class-Wide Function-Related Intervention Teams (CW-FIT), which is designed to enhance teaching and learning by promoting student engagement. The CW-FIT involves teachers clearly defining classroom behavior expectations, praising students for appropriate behavior, and rewarding groups with points and incentives for meeting these expectations through a group contingency. This U.S. study examined the feasibility and effects of implementing CW-FIT in six ninth-grade junior high school classes using a single-subject ABAB withdrawal design, addressing the limited research available on this intervention for students in Grades 9 through 12. The results suggested a functional relation between CW-FIT implementation and increases in student on-task behavior, as well as increases in the ratio of teacher praise-to-reprimands. In addition, teacher and student social validity ratings were positive. This research provides evidence of the positive effects of CW-FIT in a ninth-grade context, addresses limitations, and suggests directions for future research.
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