CW-FIT: Group Contingency Effects across the Day

Wills, Howard P.; Iwaszuk, Wendy; Kamps, Debra; Shumate, Emily D.

doi:10.1353/etc.2014.0016

Cited by 39 publications

(52 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Second, results reveal that CW-FIT implementation was associated with significant improvements in teachers' praise to reprimand rates, also similar to the findings of others (Kamps et al 2011;Wills et al 2014). While praise is commonly regarded as an evidence-based intervention, many teachers do not use it frequently and consistently enough to have maximum positive impacts on student behavior (Reinke et al 2013).…”

Section: Discussionsupporting

confidence: 83%

“…This was reflected in the high levels of treatment fidelity revealed in direct observations of CW-FIT in treatment classrooms. These fidelity results were similar to levels found by Kamps et al (2011) and Wills et al (2014). If teachers can consistently implement evidence-based interventions with fidelity, these interventions may be more likely to positively impact student behavior.…”

Section: Discussionsupporting

confidence: 75%

“…Third, results show that the implementation of CW-FIT resulted in significantly increased levels of class-wide group on-task behavior in treatment classrooms, similar to findings of others (Kamps et al 2011;Wills et al 2010Wills et al , 2014, while control classrooms experienced only modest increases. Increased on-task behavior results in more time engaged in academic tasks, which is associated with improved academic performance as well as decreased student problem behaviors, particularly for students with learning difficulties (Rich and Ross 1989).…”

Section: Discussionsupporting

confidence: 70%

“…Fifth, results suggest that the implementation of CW-FIT resulted in significant positive effects on academic engagement and reduction of disruptive behaviors for students identified as at risk for emotional and behavioral disorders (EBD), similar to results found by others (Kamps et al 2011;Wills et al 2010Wills et al , 2014. Such findings are important when considering that students who develop EBD are at further risk of struggling with learning difficulties, dropping out of school, and experiencing employment problems (Wagner et al 2005).…”

Section: Discussionsupporting

confidence: 70%

“…For students specifically identified as at risk for emotional and behavioral disorders (EBD), they reported decreased disruptive behaviors and increased on-task behavior. Wills et al (2014) demonstrated similar positive effects of CW-FIT when implemented across academic instructional periods in one first grade classroom. However none of these studies specifically focused on the effects of CW-FIT in multiple early elementary school (K-2) classrooms and additional research was recommended.…”

Section: Introductionmentioning

confidence: 69%

See 4 more Smart Citations

Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms

Caldarella

Williams

Hansen

et al. 2014

Early Childhood Educ J

View full text Add to dashboard Cite

Comprehensive evidence-based interventions are needed to help early childhood educators manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a multi-tiered behavioral intervention program based on positive behavior support principles, including four main elements: (a) teaching socially appropriate communication skills, (b) using differential reinforcement with an interdependent group contingency, (c) extinguishing or eliminating potential reinforcement for problem behavior, and (d) implementing individual interventions using self-management, help cards, and/or functional assessment. This study implemented CW-FIT with five kindergarten through second grade teachers. Results demonstrated efficacy of the program as early childhood teachers increased their praise rates and decreased their reprimand rates, and students responded with increased on-task behavior and fewer classroom disruptions. Study implications and limitations are addressed.

show abstract

Section: Discussionsupporting

confidence: 83%

Section: Discussionsupporting

confidence: 75%

Section: Discussionsupporting

confidence: 70%

Section: Discussionsupporting

confidence: 70%

Section: Introductionmentioning

confidence: 69%

See 3 more Smart Citations

Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms

Caldarella

Williams

Hansen

et al. 2014

Early Childhood Educ J

View full text Add to dashboard Cite

show abstract

Effects of an interdependent group contingency on engagement in physical education

Hirsch

Healy

Judge

et al. 2016

Jnl of Applied Behav Analysis

View full text Add to dashboard Cite

We examined whether a group contingency increased engagement during elementary school physical education sessions. The intervention employed procedures (explicit instruction, goal setting, and reinforcement) drawn from the first tier of classwide function-related intervention teams (CW-FIT; Wills et al., 2009). Results showed salutary increases in engagement that corresponded with the teacher's implementation.

show abstract

Positive behavior change: Effects of an intervention package for disruptive behavior in a specialized school setting

Stremel

Hawkins

Collins

et al. 2021

Psychology in the Schools

View full text Add to dashboard Cite

An ABAB design was used to analyze the effects of positive peer reporting plus a randomized dependent group contingency (PPR + DGC). This intervention package was implemented across three classrooms in an alternative school setting for students diagnosed with emotional and behavioral disorders. The DGC consisted of the teacher randomly choosing a student to watch throughout the 45‐min class period to determine if that student was following classroom rules. If so, the entire class earned a randomly selected reward at the end of class period. The intervention package also included two opportunities, one at the start and one at the end of class, for students to engage in positive reporting sessions. Results indicated an increase in engagement and a decrease in off‐task and disruptive behavior while the intervention was implemented. The effects on positive and negative peer statements were ultimately minimal throughout all classrooms and phases. Social validity data indicated that teachers found the intervention package to be easy to include in their daily routine and stated that they would continue using this intervention package in the future. Discussion focuses on implications for practice and the need for additional research examining the effects of positive peer reports on student behavior.

show abstract

CW-FIT: Group Contingency Effects across the Day

Cited by 39 publications

References 36 publications

Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms

Managing Student Behavior with Class-Wide Function-Related Intervention Teams: An Observational Study in Early Elementary Classrooms

Effects of an interdependent group contingency on engagement in physical education

Positive behavior change: Effects of an intervention package for disruptive behavior in a specialized school setting

Contact Info

Product

Resources

About