Abstract
English language learners (ELL) and Latinx students are at an increased risk of difficulties that can lead to problem behaviors at school. Effective classroom management strategies may help these students remain on task despite these challenges, but teachers often feel they lack training in classroom management strategies. Class-wide Function-related Intervention Teams in Middle School (CW-FIT MS) is a research-based classroom management intervention that has helped teachers increase their students' on-task behavior through group contingency, reward, and praise. We investigated the efficacy of CW-FIT MS in classrooms with high proportions of Latinx ELL students. One middle school English teacher and her English language arts and English language development classes participated in the study. The researcher used an ABAB single subject withdrawal design with maintenance probes to demonstrate the impact of the intervention. Observers collected fidelity, on-task, praise, and reprimand data during 20-minute observations in each classroom. The teacher was able to implement the intervention with adequate fidelity in each class. Students were substantially more on-task during each intervention phase. Teachers and students found the intervention to be socially valid. Some of the Latinx students in the English language development classroom specifically noted that other classes should use CW-FIT MS because it teaches respect to students, which was a response unique to these students. Results indicated that CW-FIT MS may be an appropriate classroom management strategy to use in classes with ELL students and merits further research into modifications that may increase the cultural relevance of the intervention.
Degree
EdS
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Warburton, Emily Joy, "Class-Wide Function-Related Intervention Teams in Middle School Classrooms with English Language Learners: Effects and Perceptions" (2024). Theses and Dissertations. 10680.
https://scholarsarchive.byu.edu/etd/10680
Date Submitted
2024-01-16
Document Type
Thesis
Handle
http://hdl.lib.byu.edu/1877/etd13516
Keywords
English language learners, positive behavior supports, student behavior, middle school students, middle school teachers, Hispanic American students
Language
english
