Abstract

Challenging and disruptive student behavior is a major concern for all teachers, including those who teach art. Unfortunately, there is a lack of research and resources available for art teachers to manage student behavior. School-wide positive behavior support (SWPBS) is a framework that has been shown to improve student behavior. Class-wide Function-Related Intervention Teams (CW-FIT) is an intervention that utilizes SWPBS principles including group contingency, social skills instruction, teacher praise, and positive reinforcement and has been shown to be effective in general education classrooms. This is the first study of CW-FIT in elementary art classrooms and examined the effects of the intervention on teacher praise-to-reprimand rates and student on-task behavior in three classrooms. The first classroom utilized an AB design while the other two used a reversal (ABAB) design to evaluate impact. The results indicated the teacher was able to implement CW-FIT with fidelity, increase praise-to-reprimand ratios, and increase group on-task behavior. Finally, both the teacher and students found it to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.

Degree

EdS

College and Department

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

Rights

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