The Effects of a Class-wide Behavior Intervention for Students with Emotional and Behavioral Disorders

Abstract

Class-wide interventions have strong empirical support for improving behavior in general education classes but are rarely tested in special education classes. The present study examined the effects of the Class-wide Function-related Intervention Team (CW-FIT) program, a group contingency intervention, on the on-task behavior of six elementary school children with emotional and behavioral disorders (EBD) in a self-contained, urban classroom. Using an ABAB design with brief withdrawals of the independent variable, the class-wide component of CW-FIT was implemented during a 20-min reading and spelling period 1–3 days per week. Procedures included teaching attending skills, setting a goal and awarding points for appropriate behavior, and providing differential reinforcement. Implementing the class-wide component of CW-FIT resulted in increased on-task behavior for students with EBD, with concomitant increases in teacher praise and reductions in teacher reprimands.

Managing Student Behavior in the Middle Grades Using Class-wide Function-Related Intervention Teams

“…Current findings are consistent with results of earlier studies documenting the positive effects of CW-FIT on teacher praise and reprimands as well as classroom behavior and student engagement across a range of age groups and ability levels, including students at risk for EBD (Caldarella et al, 2015;Kamps et al, 2015;Orr et al, 2019;Weeden et al, 2016;Wills et al, 2019).…”

“…Third, results indicated marked improvement in the on-task behavior of target students (Table 3), with a corresponding reduction in their disruptions (Table 4). Similar improvement in on-task behavior and increased engagement for students identified as at risk for EBD following CW-FIT implementation has also been documented in previous research with younger students (Weeden et al, 2016;Wills et al, 2016).…”

“…Previous studies of CW-FIT in elementary grades have consistently shown improved prosocial behavior and reduced disruptive behavior during instruction as well as increased rates of teacher praise and decreased reprimands across age groups and subject areas (Caldarella, Williams, Hansen, & Wills, 2015;Caldarella, Williams, Jolstead, & Wills, 2017;Kamps et al, 2015Kamps et al, , 2011Weeden, Wills, Kottwitz, & Kamps, 2016;Wills, Iwaszuk, Kamps, & Shumate, 2014;Wills et al, 2010). The intervention has also been found to yield high levels of treatment integrity and to be perceived by teachers and students as being socially valid .…”

“…To more thoroughly examine the beneficial effects of CW-FIT MS, researchers would do well to recruit larger numbers of students with disabilities, including those with EBD (Weeden et al, 2016). Though current findings suggest that CW-FIT MS Tier 1 may be sufficient for the majority of students, further research is needed to investigate a variety of Tier 2 interventions that might be successfully implemented with non-responders in general education classes and in more restrictive settings such as special education classes .…”

“…Although target students were identified as being at risk for EBD using Stage 1 of the SSBD, the majority of student participants did not have an EBD classification with an accompanying individualized education program or 504 Plan. However, earlier studies conducted with elementary and middle grades students who had been identified with cognitive or behavioral disability, and were receiving special education services, demonstrated improved behavioral performance and increased teacher praise subsequent to CW-FIT implementation (Orr et al, 2019;Weeden et al, 2016), which gives credence to assumptions made despite this weakness.…”