Classroom management is a common challenge in middle schools. Class-wide Function-Related Intervention Teams (CW-FIT) is a multi-tiered intervention designed to decrease problem behaviors at the classroom level (Wills et al., 2010). It is comprised of 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 was initial investigation examining 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 to baseline levels. Results also indicated that on-task behavior for students identified as at-risk for emotional/behavioral disorders improved by more than 18% during the intervention. Teachers and students found the intervention to be socially valid. Results indicate promising implications for using CW-FIT in other middle school art classrooms.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Monson, Kimberly Davis, "The Effects of Class-Wide Function-Related Intervention Teams in Two Middle School Art Classrooms" (2019). Theses and Dissertations. 8561.
middle school, art classrooms, classroom expectations, social skills, praise, token economy, group contingency, self-management