支持小学课堂管理：CW-FIT计划的实施研究

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2021-12-19 DOI:10.1080/1045988X.2021.2013150

Howard P. Wills, J. Wehby, Paul Caldarella, L. Williams

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引用次数: 0

摘要

摘要全班级功能相关干预小组（CW-FIT）是一种课堂管理系统，使用集体应急，包括直接教授课堂规则/技能，差异强化适当行为，并最大限度地减少社会对不当行为的关注。我们调查了小学教师在尽量不依赖外部研究人员支持的情况下实施CW-FIT的情况。九名教师和他们的班级参加了活动。对10名被提名为有情绪和行为障碍（EBD）风险的学生进行了单独监测。使用单一病例逆转设计检查疗效。在CW-FIT实施过程中，教师对表扬的使用增加了，对斥责的使用减少了，所有教室的任务行为都增加了，七名有风险的学生的破坏行为也减少了。教师和学生的社会有效性评分表明对该项目的支持和满意度。讨论了对课堂实践的启示。

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Supporting elementary school classroom management: an implementation study of the CW-FIT program

Abstract Class-Wide Function-Related Intervention Teams (CW-FIT) is a classroom management system using a group contingency involving direct teaching of classroom rules/skills, differential reinforcement of appropriate behaviors, and minimized social attention to inappropriate behaviors. We investigated elementary school teachers’ implementation of CW-FIT with minimal reliance on external researcher support. Nine teachers and their classes participated. Ten students nominated as at risk for emotional and behavioral disorders (EBD) were individually monitored. Effects were examined using a single case reversal design. During CW-FIT implementation teachers’ use of praise increased and reprimands decreased, on-task behavior increased in all classrooms, and seven of the at-risk students also showed decreased disruptive behaviors. Teacher and student social validity ratings indicated support of and satisfaction with the program. Implications for classroom practice are discussed.

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.