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The Effects, Generalization, and Incidental Benefits of Class-Wide Function-Related Intervention
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Lina G. Kitson – ProQuest LLC, 2020
Problem behaviors are prevalent in schools and may result in negative effects for the students exhibiting those behaviors, teachers, and other students. Increasing on-task behaviors has been shown to minimize disruptive behaviors. The current study utilized an interdependent group contingency-based intervention, Class-Wide Function-related…
Descriptors: Intervention, Behavior Problems, Student Behavior, Elementary School Students
A Randomized Controlled Trial of the Combination of Two School-Based Universal Preventive Interventions
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Ialongo, Nicholas S.; Domitrovich, Celene; Embry, Dennis; Greenberg, Mark; Lawson, April; Becker, Kimberly D.; Bradshaw, Catherine – Developmental Psychology, 2019
The Good Behavior Game (GBG, Barrish, Saunders, & Wolf, 1969) and the PATHS Curriculum (Promoting Alternative Thinking Strategies; Greenberg, Kusche, Cook, & Quamma, 1995) represent 2 universal, elementary school, preventive interventions which have been shown in large-scale, randomized controlled trials to have an immediate and beneficial…
Descriptors: Prevention, Intervention, Program Effectiveness, Student Behavior
Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1
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Nelson, Melanie A.; Caldarella, Paul; Hansen, Blake D.; Graham, Mark A.; Williams, Leslie; Wills, Howard P. – Journal of Positive Behavior Interventions, 2018
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…
Descriptors: Student Behavior, Behavior Problems, Art Education, Intervention
Class-Wide Function-Related Intervention Teams (CW-FIT): Student and Teacher Outcomes from a Multisite Randomized Replication Trial
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Wills, Howard; Kamps, Debra; Caldarella, Paul; Wehby, Joseph; Romine, Rebecca Swinburne – Elementary School Journal, 2018
The purpose of the study was to conduct a randomized controlled trial (RCT) to demonstrate efficacy of the Class-wide Function-Related Intervention Teams (CW-FIT) program. The study was designed to replicate an initial RCT conducted by the CW-FIT developers in 1 site, with 2 additional research groups not involved in its development. The study was…
Descriptors: Intervention, Randomized Controlled Trials, Student Diversity, Program Effectiveness
The Effects of Function-Based Self-Management Interventions on Student Behavior
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Hansen, Blake D.; Wills, Howard P.; Kamps, Debra M.; Greenwood, Charles R. – Journal of Emotional and Behavioral Disorders, 2014
Children with emotional and behavioral disorders (E/BD) struggle to achieve social and academic outcomes. Many studies have demonstrated self-management interventions to be effective at reducing problem behavior and increasing positive social and academic behaviors. Functional behavior assessment (FBA) information may be used in designing…
Descriptors: Self Management, Self Control, Behavior Problems, Emotional Disturbances
Using Assessment-Based Curricular Intervention to Improve the Classroom Behavior of a Student with Emotional and Behavioral Challenges.
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Kern, Lee; And Others – Journal of Applied Behavior Analysis, 1994
A case study of an elementary school child with emotional and behavioral problems illustrates a process of descriptive assessment, functional assessment, and assessment-based intervention. The descriptive information generated hypotheses about variables maintaining the problem behavior which were then tested in the classroom environment.…
Descriptors: Behavior Change, Behavior Disorders, Case Studies, Change Strategies