Keywords

Art education, classroom management, praise, social skills, group contingency

Abstract

Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed.

Original Publication Citation

Nelson, M., Caldarella, P., Hansen, B.*, & Graham, M. A. (2018) Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Journal of Positive Behavior Intervention.

Document Type

Peer-Reviewed Article

Publication Date

2018

Publisher

Journal of Positive Behavior Interventions

Language

English

College

Fine Arts and Communications

Department

Art

University Standing at Time of Publication

Full Professor

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