Managing Student Behavior in Middle School Special Education Classrooms: A Single-Subject Study of CW-FIT

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2024-04-25 DOI:10.1177/07419325241247345

Kelsey A. Johnson, Paul Caldarella, Howard P. Wills, Blake D. Hansen, Erika J. Richards

{"title":"Managing Student Behavior in Middle School Special Education Classrooms: A Single-Subject Study of CW-FIT","authors":"Kelsey A. Johnson, Paul Caldarella, Howard P. Wills, Blake D. Hansen, Erika J. Richards","doi":"10.1177/07419325241247345","DOIUrl":null,"url":null,"abstract":"Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in special education classrooms is scarce. The purpose of this study was to determine the effectiveness of CW-FIT in two middle school special education math classrooms. Teachers implemented CW-FIT by instructing students in classroom behavior expectations and using a group contingency involving the use of teams, a timer, praise, points, and group rewards. One teacher alternated between using an audible and inaudible timer, while the other used an audible timer. There was an increase in student on-task behavior and teacher praise when CW-FIT was implemented, with no significant difference in outcomes between conditions with an audible versus inaudible timer. Teachers and students indicated that they found the intervention to be socially valid.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Remedial and Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/07419325241247345","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}

引用次数: 0

Abstract

Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in special education classrooms is scarce. The purpose of this study was to determine the effectiveness of CW-FIT in two middle school special education math classrooms. Teachers implemented CW-FIT by instructing students in classroom behavior expectations and using a group contingency involving the use of teams, a timer, praise, points, and group rewards. One teacher alternated between using an audible and inaudible timer, while the other used an audible timer. There was an increase in student on-task behavior and teacher praise when CW-FIT was implemented, with no significant difference in outcomes between conditions with an audible versus inaudible timer. Teachers and students indicated that they found the intervention to be socially valid.

查看原文本刊更多论文

初中特殊教育课堂中的学生行为管理：CW-FIT 单主体研究

教师有责任管理学生的课堂行为。以实证为基础的课堂管理方法，如全班功能相关干预小组（CW-FIT），已在各种环境中证明了其积极效果；然而，有关全班功能相关干预小组在特殊教育课堂中的有效性的研究却很少。本研究旨在确定 CW-FIT 在两个初中特殊教育数学课堂中的有效性。教师在实施 CW-FIT 时对学生进行了课堂行为预期指导，并采用了小组应急措施，包括使用小组、计时器、表扬、积分和小组奖励。一名教师交替使用有声和无声计时器，另一名教师则使用有声计时器。实施 CW-FIT 后，学生完成任务的行为和教师的表扬都有所增加，但使用有声和无声计时器的结果没有显著差异。教师和学生都表示，他们认为该干预措施具有社会有效性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.