Implementing Positive Behavior Support Within Preschool Settings: Group Functional Assessment and CW-FIT

Abstract

Preschool is an important educational setting for child development, and problem behavior is a prevalent barrier within this setting. Preschool teachers have expressed the need for evidence-based classroom management interventions to address problem behavior. Class-Wide Function-Related Intervention Teams (CW-FIT) is an intervention that incorporates social skills training, group contingencies, and reinforcement to address problem behavior within classrooms. This intervention has been found to be socially valid by teachers and children, and effective in increasing children’s engagement, decreasing problems/problem behavior in elementary, kindergarten, and first- and second-grade classrooms. The aim of the current study was to evaluate a modified CW-FIT as an effective strategy to address problem behavior within two community preschools in Ireland across three preschool classes with 32 children. A multiple-baseline design across groups was employed to evaluate the outcomes, with measures of generalization and maintenance (for one group) also taken. Visual analysis of data revealed an increase in the children’s on-task behavior and social skills as well as a decrease in children’s problem behavior within these settings. Generalization (across all three groups) and maintenance (across one group) of these findings for on-task behavior and problem behavior were also observed. Social validity measures showed that teachers rated the intervention as socially acceptable.

Mental Health Literacy: How to Obtain and Maintain Positive Mental Health

“…The social and psychological dimensions have an impact on academic learning, reading, mathematical skills, and healthy development (Burchinal et al, 2016;Palmer et al, 2018;Froiland, 2020). Psychosocial support is also connected to the school setting in terms of improving behavior and preventing behavioral problems and dysfunctions of the child (Bierman et al, 2013;Mahon et al, 2020). Psychosocial support toward children with particular difficulties such as trauma, divorce, or child abuse is emphasized (Kolltveit et al, 2012;Bretherton et al, 2013;Bullock et al, 2019).…”

Palestinian and Norwegian Kindergarten Teachers' Perspectives on Psychosocial Support: A Qualitative Study

“…The social and psychological dimensions have an impact on academic learning, reading, mathematical skills, and healthy development (Burchinal et al, 2016 ; Palmer et al, 2018 ; Froiland, 2020 ). Psychosocial support is also connected to the school setting in terms of improving behavior and preventing behavioral problems and dysfunctions of the child (Bierman et al, 2013 ; Mahon et al, 2020 ). Psychosocial support toward children with particular difficulties such as trauma, divorce, or child abuse is emphasized (Kolltveit et al, 2012 ; Bretherton et al, 2013 ; Bullock et al, 2019 ).…”

Effects of Tier 1 Class-Wide Function-Related Intervention Teams (CW-FIT) on On-task Group Behavior in a Preschool Classroom

“…Additional dependent variables for Jolstead et al (2017) included rates of praise and reprimand states issued by preschool teachers. Similarly, Mahon et al (2020) also looked at the frequency of social skills (e.g., appropriately getting the teacher's attention) and problem behaviors (e.g., shouting, running in the classroom, noncompliance). Results showed that the CW-FIT intervention reliably increased on-task student behavior across all preschool classrooms in Jolstead et al, (2017) and Mahon et al (2020).…”

“…Similarly, Mahon et al (2020) also looked at the frequency of social skills (e.g., appropriately getting the teacher's attention) and problem behaviors (e.g., shouting, running in the classroom, noncompliance). Results showed that the CW-FIT intervention reliably increased on-task student behavior across all preschool classrooms in Jolstead et al, (2017) and Mahon et al (2020). The CW-FIT intervention also increased teacher praise statements and decreased teacher reprimands in Jolstead et al (2017), as well as increased social skills and decrease problem behavior in Mahon et al (2020).…”

“…However, they also did not discuss the differences between the settings (e.g., independent vs. teacher-led work, whole class versus small group activities) or look at the potential impacts of different settings on the teacher and student behaviors measured. Mahon et al (2020) conducted their CW-FIT interventions during circle time for two classrooms and small groups for one classroom.…”