Abstract

Teachers have the responsibility of managing the behavior in their classrooms. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been generalized to a variety of classroom settings, among a range of ages and types of classes; however, the literature on its efficacy in special education classrooms is scarce. The purpose of this study was to determine the effectiveness of CW-FIT in special education classrooms at a middle school. Two teachers of eighth grade special education math classes chose to participate in the study. One teacher alternated between using an audible and inaudible timer, and the other teacher used variations of CW-FIT with a self-management component. Results showed an increase in student on-task behavior and in teacher praise-to-reprimand ratios. There was not a significant difference in student on-task behavior nor teacher praise-to-reprimand ratios between CW-FIT conditions with an audible versus inaudible timer; there was not a significant difference between CW-FIT conditions and self-management conditions. Both teachers and most students indicated that they found the intervention to be socially valid. Further research into the efficacy of CW-FIT in special education classrooms is recommended.

Degree

EdS

College and Department

David O. McKay School of Education; Counseling Psychology and Special Education

Rights

https://lib.byu.edu/about/copyright/

Date Submitted

2023-12-07

Document Type

Thesis

Handle

http://hdl.lib.byu.edu/1877/etd13455

Keywords

CW-FIT, special education, middle school, SW-PBIS, classroom management, self-management

Language

english

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