Publication Date
In 2025 | 1 |
Since 2024 | 1 |
Since 2021 (last 5 years) | 3 |
Since 2016 (last 10 years) | 4 |
Since 2006 (last 20 years) | 15 |
Descriptor
Fidelity | 15 |
Positive Reinforcement | 15 |
Student Behavior | 15 |
Behavior Modification | 11 |
Program Implementation | 11 |
Intervention | 9 |
Program Effectiveness | 8 |
Behavior Problems | 7 |
Classroom Techniques | 6 |
Elementary School Students | 4 |
Elementary Schools | 3 |
More ▼ |
Source
Author
Paul Caldarella | 2 |
Algozzine, Bob | 1 |
Algozzine, Kate | 1 |
Bear, George G. | 1 |
Blake Hansen | 1 |
Bohanon, Hank | 1 |
Bradshaw, Catherine P. | 1 |
Bunuan, Rommel L. | 1 |
Caldarella, Paul | 1 |
Christian V. Sabey | 1 |
Cressey, James M. | 1 |
More ▼ |
Publication Type
Journal Articles | 12 |
Reports - Research | 11 |
Tests/Questionnaires | 5 |
Reports - Evaluative | 2 |
Dissertations/Theses -… | 1 |
Guides - Non-Classroom | 1 |
Information Analyses | 1 |
Reports - Descriptive | 1 |
Education Level
Audience
Location
Connecticut | 1 |
Kansas | 1 |
Maryland | 1 |
Tennessee | 1 |
Utah | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Wills, Howard P.; Wehby, Joseph H.; Caldarella, Paul; Williams, Leslie – Preventing School Failure, 2022
Class-Wide Function-Related Intervention Teams (CW-FIT) is a classroom management system using a group contingency involving direct teaching of classroom rules/skills, differential reinforcement of appropriate behaviors, and minimized social attention to inappropriate behaviors. We investigated elementary school teachers' implementation of CW-FIT…
Descriptors: Elementary School Teachers, Classroom Techniques, Program Implementation, Positive Reinforcement
Paul Caldarella; Erika J. Richards; Leslie Williams; Emily J. Warburton – Education and Treatment of Children, 2023
Effective interventions are needed to help alternative high school teachers manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a classroom management program based on positive behavior interventions and supports principles. CW-FIT involves teaching appropriate classroom…
Descriptors: Behavior Modification, Nontraditional Education, High Schools, Summer Programs
Peyton A. Johnstone; Paul Caldarella; Christian V. Sabey; Howard P. Wills – Journal of Positive Behavior Interventions, 2025
Class-wide Function-related Intervention Teams (CW-FIT) is a classroom management intervention in which teachers incorporate positive behavior support (PBS) principles by teaching specific classroom expectations and providing feedback on student behavior as part of an interdependent group contingency. Interventions like CW-FIT may be helpful for…
Descriptors: Student Behavior, Self Contained Classrooms, Students with Disabilities, Emotional Disturbances
Bear, George G. – Journal of Educational & Psychological Consultation, 2013
Resistance and the lack of fidelity or integrity in the use of rewards and praise are commonly cited in the behavioral consultation literature, particularly when teachers are asked to manage student behavior using frequent rewards and praise in a systematic manner. There are multiple potential reasons for resistance and lack of implementation…
Descriptors: Resistance (Psychology), Fidelity, Rewards, Positive Reinforcement
Flower, Andrea; McKenna, John W.; Bunuan, Rommel L.; Muething, Colin S.; Vega, Ramon, Jr. – Review of Educational Research, 2014
Challenging behavior at school remains a concern for teachers and administrators. Thus classroom management practices to prevent challenging behavior are sorely needed. The Good Behavior Game (GBG) has been found to be useful to positively change student behavior. However, previous reviews of the GBG have not quantified effects, have not focused…
Descriptors: Behavior Problems, Classroom Techniques, Behavior Modification, Student Behavior
Algozzine, Bob; Horner, Robert H.; Todd, Anne W.; Newton, J. Stephen; Algozzine, Kate; Cusumano, Dale – Grantee Submission, 2014
School teams regularly meet to review academic and social problems of individual students, groups of students, or their school in general. While the need for problem solving and recommendations for how to do it are widely documented, there is very limited evidence reflecting the extent to which teams effectively engage in a systematic or effective…
Descriptors: Problem Solving, Teamwork, Program Validation, Evaluation Methods
Debnam, Katrina J.; Pas, Elise T.; Bradshaw, Catherine P. – Journal of Emotional and Behavioral Disorders, 2013
Although the number of schools implementing School-Wide Positive Behavioral Interventions and Supports (SWPBIS) is increasing, and there is great demand for evidence-based Tier 2 and 3 interventions for students requiring additional support, little systematic research has examined administrator support for such programming. This article examines…
Descriptors: Behavior Modification, Student Behavior, Positive Reinforcement, Teaching Methods
Bohanon, Hank; Wu, Meng-Jia – Preventing School Failure, 2014
On the basis of the implementation of Schoolwide Positive Behavior Supports in high schools, the present study examined the effect of supporting buy-in through conducting needs assessments and focused professional development for high school staff when implementing Schoolwide Positive Behavior Supports. The effectiveness of the 2 additional items…
Descriptors: Secondary School Students, Needs Assessment, Faculty Development, Positive Reinforcement
Fallon, Lindsay M.; McCarthy, Scott R.; Sanetti, Lisa M. Hagermoser – Education and Treatment of Children, 2014
The number of schools implementing school-wide positive behavior support (SWPBS) practices nationwide is increasing, but still little is known about the fidelity with which teachers implement SWPBS practices in the classroom. Specifically, data are needed that reflect the consistency with which classroom-based SWPBS practices are implemented, as…
Descriptors: Behavior Modification, Behavior Problems, Student Behavior, Program Implementation
Knowles, Christen; Massar, Michelle; Raulston, Tracy Jane; Machalicek, Wendy – Preventing School Failure, 2017
Students with challenging behavior severe enough to warrant placement in a self-contained special education classroom statistically have poor school and post-school outcomes compared to typical peers. Teachers in these classrooms often lack sufficient training to meet student needs. This pilot study investigated the use of a telehealth…
Descriptors: Self Contained Classrooms, Special Education, Student Behavior, Behavior Problems
McIntosh, Kent; Predy, Larissa K.; Upreti, Gita; Hume, Amanda E.; Turri, Mary G.; Mathews, Susanna – Journal of Positive Behavior Interventions, 2014
The purpose of this study was to assess the perceived importance of specific contextual variables for initial implementation and sustainability of School-Wide Positive Behavior Support (SWPBS). A large, national sample of 257 school team members completed the "School-Wide Universal Behavior Sustainability Index: School Teams", a…
Descriptors: Behavior Modification, Educational Environment, Behavior Problems, Student Behavior
Debra Kamps; Howard Wills; Harriett Dawson-Bannister; Linda Heitzman-Powell; Esther Kottwitz; Blake Hansen; Kandace Fleming – Journal of Positive Behavior Interventions, 2015
The purpose of the study was to determine the efficacy of the Class-Wide Function-Related Intervention Teams (CW-FIT) program for improving students' on-task behavior, and increasing teacher recognition of appropriate behavior. The intervention is a group contingency classroom management program consisting of teaching and reinforcing appropriate…
Descriptors: Intervention, Behavior Modification, Positive Reinforcement, Behavior Problems
Power, John – ProQuest LLC, 2012
The purpose of this quantitative study was to examine the effect that implementing School-wide Positive Behavior Interventions and Supports (SWPBIS) had on student misbehavior as determined by Office Discipline Referrals, chronic student misbehavior, In School and Out of School Suspensions assignments, and student tardy referrals in a large urban…
Descriptors: Student Behavior, Behavior Problems, High Schools, Urban Schools
Cressey, James M.; Whitcomb, Sara A.; McGilvray-Rivet, Susan J.; Morrison, Rebecca J.; Shander-Reynolds, Katherine J. – Professional School Counseling, 2015
This case study describes the leadership of a school counselor in implementing positive behavioral interventions and supports (PBIS) in a low-income, diverse elementary school with a modest level of external supports. After initiating a grade-level pilot program, the school counselor partnered with university-based consultants to expand the PBIS…
Descriptors: Case Studies, Program Descriptions, School Counselors, Program Implementation
Technical Assistance Center on Positive Behavioral Interventions and Supports, 2010
A "blueprint" is a guide designed to improve large-scale implementations of a specific systems or organizational approach, like School-Wide Positive Behavior Support (SWPBS). This blueprint is intended to make the conceptual theory, organizational models, and practices of SWPBS more accessible for those involved in enhancing how schools,…
Descriptors: Behavior Modification, Positive Reinforcement, Student Behavior, School Administration