Keywords

English language learners, positive behavior supports, middle school students, middle school teachers, Hispanic American students

Abstract

English language learners (ELL) and Hispanic students are at an increased risk for academic difficulty. Effective classroom management strategies may help these students, but teachers often report lack of training in such strategies. Class-wide Function-related Intervention Teams in Middle School (CW-FIT MS) is a researchbased intervention that has helped teachers increase students’ on-task behavior using group contingencies, rewards, and praise. We investigated the efficacy of CW-FIT MS in classes with high proportions of Hispanic and ELL students using an ABAB single-subject withdrawal design with maintenance probes. One middle school English teacher and two of her classes (language arts and language development) participated. The teacher implemented the intervention with adequate fidelity in both classes. Students were significantly more on task during CW-FIT MS. Teachers and students found the intervention to be socially valid. Some students specifically noted that CW-FIT MS was helpful because it taught respect, which was a response unique to Hispanic students. CW-FIT MS appears to be an appropriate classroom management strategy for classes with ELL and Hispanic students and merits further research into the cultural relevance of the intervention.

Original Publication Citation

Warburton, E. J., Caldarella, P., Wills, H. P., & Winters, R. (2023). Improving behavior in middle school classes with Hispanic and English language learners: A study of Class-wide Function-related Intervention Teams. Journal of Behavioral Education. Advance online publication. https://doi.org/10.1007/s10864-023-09538-0

Document Type

Peer-Reviewed Article

Publication Date

2023-11-16

Publisher

Journal of Behavioral Education

Language

English

College

David O. McKay School of Education

Department

Center for the Improvement of Teacher Education and Schooling

University Standing at Time of Publication

Full Professor

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