Merging Empiricism and Humanism

Marchant, Michelle; Heath, Melissa Allen; Miramontes, Nancy Y.

doi:10.1177/1098300712459356

Cited by 22 publications

(11 citation statements)

References 40 publications

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“…Finally, the teacher and students found CW-FIT to be socially valid, also consistent with previous studies (Caldarella et al, 2015;Jolstead et al, 2017). To use an intervention consistently and effectively, teachers must perceive it as socially valid and practically applicable in their classes (Marchant, Heath, & Miramontes, 2012). The art teacher rated the intervention positively and indicated that it had been easy to implement; she also expressed her belief that using this intervention had helped improve student behavior.…”

Section: Discussionsupporting

confidence: 83%

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

Nelson

Caldarella

Hansen

et al. 2018

Journal of Positive Behavior Interventions

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Disruptive student behavior is a concern for educators (Everston & Weinstein, 2006), commonly recognized as a reason many teachers leave the profession (McKinney, Campbell-WhatelyKea, 2005). Research has demonstrated that 2% to 16% of students exhibit behavior that does not meet teacher expectations, negatively affecting their own and their classmates' education (Hester, 2003). A study of behavioral expectations showed that teachers considered students' self-control and cooperation the most important factors for achieving classroom success (Lane, Givner, & Pierson, 2004). Unfortunately, students who enter school without these skills can struggle socially and academically. Over 30 year ago, Jason and Kuchay (1985) noted that students' behavior differs as educational contexts vary; for example, students often exhibit better behavior in language arts and social studies lessons compared with math. Multifaceted learning opportunities for elementary students include a variety of disciplines and subjects outside their general education classroom, including music, physical education, and art. In addition to the behavioral difficulties common in general education contexts, specialty classes have unique challenges particular to the structure and characteristics of the subjects taught, including different pacing requirements and larger class sizes. For example, music teachers report that student apathy and lack of motivation cause particular stress in their classrooms (Gordon, 2002). More recently, Cothran and Kulinna (2015) found that physical education instructors, who teach in a variety of settings with little structure, frequently have difficulty productively engaging their students. Behavior Problems Specific to Art Instruction Art classes also place students in a specialized learning environment. Susi (1995) explained that environmental differences between art and general education classrooms challenge traditional behavior management models. Instructional models of art education are less predictable than typical classroom methodologies. There is an emphasis on self-expression, as students learn critical thinking skills that enable them to evaluate their own and others' 762744P BIXXX10.

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Section: Discussionsupporting

confidence: 83%

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

Nelson

Caldarella

Hansen

et al. 2018

Journal of Positive Behavior Interventions

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“…This finding is of consequence, since many teachers do not use interventions that research has shown to be effective, resulting in what has been called a research-to-practice gap (Walker et al 1996). As noted by Marchant et al (2012), ''In the current climate of evidenced-based intervention, we often lose sight that it is not solely the proposed intervention that leads to desired change, it is the buy-in of stakeholders'' (p. 1). The results of this study suggest that CW-FIT had buyin from teachers and students, making it more likely to be implemented in the future.…”

Section: Discussionmentioning

confidence: 90%

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

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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.

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“…Horner et al (2014) defined contextual fit as the match between components of an intervention and the needs and perceptions of those who experience the intervention. How well a program is received or valued in a certain setting, or the social validity/acceptability of school interventions is likely to depend on the opinions of adolescents who are directly affected by the program (Marchant, Heath, & Miramontes, 2012). It is potentially misleading for researchers to define adolescents' wellbeing without considering adolescents' viewpoints in defining wellbeing.…”

Section: Importance Of Adolescents' Wellbeing Perceptionsmentioning

confidence: 99%

“…This finding signifies that elements that are desirable for adults may potentially not be desirable for adolescents. Therefore, wellbeing practitioners should be careful about the selection of elements of their assessment measures and interventions for adolescents (Marchant et al, 2012).…”

Section: Do Adolescents' Perceptions Of Wellbeing Components Correspond With Academic Models and New Zealand Adults' Conceptualizations?mentioning

confidence: 99%

A prototype analysis of New Zealand adolescents’ conceptualizations of wellbeing

Bharara¹,

Duncan²,

Jarden³

et al. 2019

Intnl. J. Wellbeing

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This research investigated New Zealand adolescents' (aged 11 to 13, N = 361) perceptions of wellbeing from a prototype perspective. Specifically, three studies examined what constitutes and promotes wellbeing, whether adolescents' perspectives are aligned with adults' conceptualizations and academic models of wellbeing, whether socioeconomic status influences adolescents' conceptualization, and whether wellbeing is prototypically organized. Results showed that wellbeing is prototypically organized as some components are more central to the concept of wellbeing and others more peripheral. Contrary to lay adults' conceptualizations and popular wellbeing models, adolescents consider enjoyment/having fun, feeling safe, and being kind/helpful as central components of wellbeing, and sense of satisfaction as a peripheral component of wellbeing. Furthermore, low socio-economic status adolescents consider comfort/being wealthy, being focused, good physical health, good values, and success/achievements as more central for wellbeing than highsocioeconomic status adolescents. Consistent with the current literature, positive family relationships, positive friendships, and physical activity/sport were the most frequently reported pathways to wellbeing among adolescents. Overall, researchers and practitioners should consider adolescents' understanding of wellbeing in the development of wellbeing assessments and interventions.

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Merging Empiricism and Humanism

Cited by 22 publications

References 40 publications

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

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

A prototype analysis of New Zealand adolescents’ conceptualizations of wellbeing

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