Multi-Tiered Classroom Management Intervention in a Middle School Classroom: Initial Investigation of CW-FIT-Middle School Tier 1 and Self-Management

Abstract

Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of class-wide function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data indicating additional support was needed, a self-management component was added to intensify the intervention (CW-FIT MS w/ SM). A single-subject multiple baseline design was implemented across four student participants, and the on-task student behavior as well as the teacher-student relationship were examined to assess the effects of the intervention. Results indicated improved on-task behavior for three of four students with the implementation of self-management intervention, demonstrating promising maintenance effects. Preliminary data showed an overall improvement in the teacher-student relationship. Both teachers and students reported positive perceptions about the intervention, consistent with earlier findings in CW-FIT MS studies. Limitations and areas for future research are addressed.

Self-Management Intervention: What are the Implications for Students' Academic and Non-Academic Learning? A Systematic Literature Review

“…The research showed that self-management strategy positively influenced the objectives of learning continuity (Ting Huang & Long Yu, 2019), academic balance (Bakhshaee et al, 2017), online learning outcomes (Yan et al, 2022), learning motivation, and self-confidence (Ibrahim & Jaafar, 2017). The implementation of SM facilitated students to have future choice responsibilities (Mørch et al, 2017), to overcome academic and non-academic problems (Muluk et al, 2021;Niu et al, 2022;Santoso et al, 2020), to improve individual involvement in social scope (Niu et al, 2022), to improve learning outcomes (Darus et al, 2017), to improve on-task behavior and student-teacher interaction (Chen et al, 2021), and to improve academic and social-scope engagement. Although SM applies to many learning processes, SM implementation should consider some situations, such as the student's abilities and disabilities; and the school conditions (Briesch et al, 2019).…”

“…SM strategy facilitated individuals to improve their future-choice responsibility, (Mørch et al, 2017), learning outcome (Darus et al, 2017), improve on-task behavior and student-teacher interaction (Chen et al, 2021), and academic and social engagement (Muluk et al, 2021). Students with excellent SM implementation could optimize their behavioral change process autonomously.…”

Managing middle school students' disruptive behaviors during physical education classes using the color wheel system

“…As a result, researchers have shown a growing interest in investigating and developing behavioral interventions set in middle school settings, all with the common goal of enhancing students' behavior. (e.g., Alperin et al, 2023; Chen et al, 2022; Gagnon et al, 2020; Goodman‐Scott et al, 2018; Ryoo et al, 2018; Wills et al, 2019).…”

“…(e.g., Alperin et al, 2023;Chen et al, 2022;Gagnon et al, 2020;Goodman-Scott et al, 2018;Ryoo et al, 2018;Wills et al, 2019). PE teachers often face the challenge of effectively managing student behavior, particularly in situations where students have spent prolonged periods sitting at desks and may encounter difficulties in controlling their behavior within an open and unrestricted environment (Rimmer, 1989).…”