改善有情绪或行为障碍的学生在自足式小学教室中的行为:CW-FIT 研究

IF 1.4 3区 心理学 Q3 EDUCATION, SPECIAL
Peyton A. Johnstone, Paul Caldarella, Christian V. Sabey, Howard P. Wills
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引用次数: 0

摘要

全班功能相关干预小组(CW-FIT)是一种课堂管理干预措施,教师将积极行为支持(PBS)原则融入其中,通过传授具体的课堂期望,并对学生的行为提供反馈,作为相互依存的小组应急措施的一部分。CW-FIT 等干预措施可能会对有情绪或行为障碍(EBD)的学生有所帮助,因为这类学生通常在学业上难以取得成功。在本复制研究中,研究人员考察了 CW-FIT 在一个自成一体的小学 EBD 班级中的效果。一名教师和她的五名 EBD 学生参与了这项研究。研究人员采用 A-B-A-B 抽离设计和维持性探究来考察学生在任务上的行为变化,以及教师的表扬和训斥率。结果显示,教师能够忠实地实施 CW-FIT,学生的任务内行为和教师的表扬也相应增加,但对教师的训斥几乎没有影响。教师和学生都认为 CW-FIT 具有社会有效性。研究结果表明,CW-FIT 可以成为自足式小学 EBD 课堂中有效的课堂管理干预措施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Improving Behavior in a Self-Contained Elementary Classroom for Students With Emotional or Behavioral Disorders: A Study of CW-FIT
Class-wide Function-related Intervention Teams (CW-FIT) is a classroom management intervention in which teachers incorporate positive behavior support (PBS) principles by teaching specific classroom expectations and providing feedback on student behavior as part of an interdependent group contingency. Interventions like CW-FIT may be helpful for students with emotional or behavioral disorders (EBD), as such students often struggle to succeed in school. In the present replication study, researchers examined the effects of CW-FIT in a self-contained elementary EBD classroom. One teacher and her five students with EBD participated. Researchers used an A-B-A-B withdrawal design with maintenance probes to examine changes in students’ on-task behavior, as well as teacher praise and reprimand rates. Results revealed the teacher was able to implement CW-FIT with fidelity with corresponding increases in student on-task behavior and teacher praise, though there was little effect on teacher reprimands. The teacher and the students found CW-FIT to be socially valid. Results suggest CW-FIT can be an effective classroom management intervention in self-contained elementary EBD classrooms.
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来源期刊
CiteScore
4.90
自引率
14.30%
发文量
10
期刊介绍: ...offers sound, research-based principles of positive behavior support for use in school, home and community settings with people with challenges in behavioral adaptation. Regular features include empirical research; discussion, literature reviews, and conceptual papers; programs, practices, and innovations; forum; and media reviews.
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