Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1. (October 2018)

• Record Type: Journal Article
• Authors: Nelson, Melanie A.; Caldarella, Paul; Hansen, Blake D.; Graham, Mark A.; Williams, Leslie; Wills, Howard P.
• Is Part Of: Journal of positive behavior interventions. Volume 20:Number 4(2018)
• Page Start: 227
• Page End: 238
• Publication Date: 2018-10
• Subjects: art education -- classroom management -- praise -- social skills -- group contingency; Behavior therapy for children -- Periodicals; Behavior therapy for teenagers -- Periodicals; 153.85
• DOI: 10.1177/1098300718762744
• Languages: English
• ISSNs: 1098-3007

Abstract

Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed.