The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors

Conklin, Carl G.; Kamps, Debra; Wills, Howard P.

doi:10.1007/s10864-016-9252-5

Cited by 28 publications

(34 citation statements)

References 70 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Based on the present research, increasing the level of prosocial behavior by targeting all students may be expected to raise the overall level of prosocial behavior in the classroom (see Laninga-Wijnen et al 2020 , for a similar argument). As a result, the initially less prosocial students may shift in the direction of the higher level of prosocial behavior in their (Conklin et al 2017 ). This could be a better strategy than targeting only the less prosocial students, whose behavior may be harder to change by explicit intervention efforts.…”

Section: Discussionmentioning

confidence: 99%

With a Little Help from Their Peers: The Impact of Classmates on Adolescents’ Development of Prosocial Behavior

Busching

Krahé

2020

J Youth Adolescence

View full text Add to dashboard Cite

Peer groups are critical socialization agents for the development of social behavior in adolescence, but studies examining peer-group effects on individuals' prosocial behavior are scarce. Using a two-wave, multilevel data set (N = 16,893, 8481 male; 8412 female; mean age at Time 1: 14.0 years) from 1308 classes in 252 secondary schools in Germany, main effects of the classroom level of prosocial behavior, cross-level interactions between the classroom and the individual levels of prosocial behavior at Time 1, and the moderating role of gender were examined. The results showed that adolescents in classrooms with high collective levels of prosocial behavior at Time 1 reported more prosocial behavior at Time 2, about two years later, reflecting a class-level main effect. A significant cross-level interaction indicated that a high classroom level of prosocial behavior particularly affected individuals with lower levels of prosocial behavior at Time 1. The influence of samegender peers was larger compared with opposite-gender peers. The findings are discussed with respect to social learning mechanisms in the development of prosocial behavior and their implications for interventions to promote prosocial behavior.

show abstract

Section: Discussionmentioning

confidence: 99%

With a Little Help from Their Peers: The Impact of Classmates on Adolescents’ Development of Prosocial Behavior

Busching

Krahé

2020

J Youth Adolescence

View full text Add to dashboard Cite

show abstract

“…Although no studies included in Little and colleagues’ () meta‐analysis evaluated the effect of independent group contingencies on academic engagement behavior, other studies have suggested that they may effectively increase student engagement (e.g., Conklin, ; Thorne & Kamps, ; Trevino‐Maack et al., ). Thorne and Kamps () investigated the effects of an independent group contingency on academic engagement and problem behavior in four elementary school classrooms.…”

Section: Independent Group Contingenciesmentioning

confidence: 99%

“…Another study (Conklin, ) included a single seventh‐ grade classroom in a larger evaluation of an interdependent group contingency (Class‐Wide Function‐Related Intervention Teams) designed to increase, among other variables, academic engagement. Teachers were instructed to award small teams of students with a token every 2 to 4 min if they were exhibiting appropriate behavior.…”

Section: Independent Group Contingencies In Middle Schoolmentioning

confidence: 99%

The Classroom Password: A Class-Wide Intervention to Increase Academic Engagement

et al. 2016

View full text Add to dashboard Cite

The present study investigated the effectiveness of a novel class-wide intervention, the Classroom Password, for increasing the academic engaged behavior of middle school students. The effectiveness of an independent group contingency was evaluated using a concurrent multiple baseline design across three seventh-and eighth-grade classrooms. Results indicated that the intervention was effective across all three classrooms in increasing students' academic engagement, or on-task behavior, as evidenced by visual analysis and moderate to large effect sizes. Decreases in disruptive behavior were also observed across all three classrooms. Off-task behavior was not substantially affected in any of the three classrooms. The intervention received mixed ratings by the classroom teachers regarding its social validity. Results of the present study suggest that the Classroom Password may be an effective class-wide intervention for increasing the academically engaged behavior and decreasing the disruptive behavior of middle school students during instructional time. C 2016

show abstract

“…Unfortunately, the study employed no direct measures on the social skills taught (Jolstead et al, 2016). A subsequent study by Conklin et al (2016), which addressed this variable, found improved performance in social skills (e.g., hand-raising, talk with a quiet voice) taught during CW-FIT over baseline levels. As with all other CW-FIT research, the specific social skills taught were derived from previous studies and reviews of existing curricula.…”

Section: Introductionmentioning

confidence: 90%

“…Implementation of CW-FIT with children aged 4 to 5 years has been found to increase children’s engagement, reduce disruptions, and increase rates of teacher praise in elementary, kindergarten, as well as first- and second-grade students (Caldarella et al, 2015; Conklin et al, 2016; Kamps et al, 2011; Wills et al, 2014). Its effectiveness has been demonstrated across specific classroom settings such as dual immersion (Hansen et al, 2017) and music (Caldarella et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

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

Mahon

Gunning

Holloway

et al. 2020

Journal of Positive Behavior Interventions

View full text Add to dashboard Cite

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.

show abstract

The Effects of Class-Wide Function-Related Intervention Teams (CW-FIT) on Students’ Prosocial Classroom Behaviors

Cited by 28 publications

References 70 publications

With a Little Help from Their Peers: The Impact of Classmates on Adolescents’ Development of Prosocial Behavior

With a Little Help from Their Peers: The Impact of Classmates on Adolescents’ Development of Prosocial Behavior

The Classroom Password: A Class-Wide Intervention to Increase Academic Engagement

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

Contact Info

Product

Resources

About