The Effects of a Class-wide Behavior Intervention for Students with Emotional and Behavioral Disorders. (November 2016)

• Record Type: Journal Article
• Authors: Weeden, Marc; Wills, Howard P.; Kottwitz, Esther; Kamps, Debra
• Is Part Of: Behavioral disorders. Volume 42:Number 1(2016)
• Page Start: 285
• Page End: 293
• Publication Date: 2016-11
• Subjects: Behavior disorders in children -- Periodicals; Child Behavior Disorders; Comportement, Troubles du, chez l'enfant -- Périodiques; Behavior disorders in children; Trouble du comportement; Trouble affectif; Jeune; Periodicals; Periodicals; 618.9289005
• DOI: 10.17988/BD-14-12.1
• Languages: English
• ISSNs: 0198-7429

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.