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Middle school is a cornerstone for success in high school. However, cognitive, emotional, and behavioral engagement of adolescents often decline as they transition from elementary to middle school, resulting in lower school grades and more challenging behaviors, especially for adolescents with or at risk for emotional and behavioral disorders (EBD). Class-wide function-related intervention teams (CW-FIT), a classroom management program based on school-wide positive behavior support, has been found to be effective in elementary general and special education classrooms. The present study, a randomized control trial of CW-FIT for middle schools (CW-FIT MS), evaluated the effects on class-wide on-task behavior, as well as the on-task and disruptive behaviors of students identified as at risk for EBD. Participants included 629 students (70 identified as at risk) enrolled in 28 middle school classrooms across five Title I schools representing diverse geographic, ethnic, and socioeconomic areas. The study also addressed research questions regarding effects of the intervention on teacher praise and reprimands, as well as teacher and student social validity. Results suggested that CW-FIT MS was associated with improvements in class-wide and at-risk student on-task behavior, student disruptions, teacher praise, and teacher reprimand rates. Both teachers and students reported the intervention to be socially valid. Study limitations and areas for future research are addressed. [ABSTRACT FROM AUTHOR]

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 with minimal reliance on external researcher support. Nine teachers and their classes participated. Ten students nominated as at risk for emotional and behavioral disorders (EBD) were individually monitored. Effects were examined using a single case reversal design. During CW-FIT implementation teachers' use of praise increased and reprimands decreased, on-task behavior increased in all classrooms, and seven of the at-risk students also showed decreased disruptive behaviors. Teacher and student social validity ratings indicated support of and satisfaction with the program. Implications for classroom practice are discussed. [ABSTRACT FROM AUTHOR]

Due to a shortage of special education teachers and an increase in the number of students with disabilities, the use of paraeducators is common. Paraeducators frequently provide instruction, under the direction of a teacher, to support elementary students with disabilities in elementary school classrooms. However, if and how paraeducators implement foundational instructional strategies is largely unknown (e.g., opportunities to respond [OTR], praise). Likewise, how students with disabilities respond to paraeducators' instructional behaviors is also unknown. With decades of evidence indicating that contextual factors (e.g., group size, activity type) influence interactions between educators and students, we relied on ecobehavioral assessment to measure paraeducators' use of core instructional strategies and students' response in the natural context. Our results indicated a correlation between higher rates of paraeducator-delivered OTRs and praise statements and increased student engagement. Of concern, paraeducators infrequently used core, evidence-based instructional approaches, and students often were not engaged. Findings suggest increased student engagement may depend on professional development efforts aimed at improving paraeducators' implementation of these essential core strategies. [ABSTRACT FROM AUTHOR]

Individuals with Autism Spectrum Disorders (ASD) often demonstrate behaviors that impair their school experiences. Therefore, the implementation of research-based strategies that will foster success for students with ASD is critical. The purpose of this study was to investigate the effect of a web-based self-monitoring application, I-Connect, designed to increase student on-task behavior and academic accuracy in a high school setting. An ABAB design was employed with two high school students diagnosed with ASD. I-Connect resulted in an immediate increase in on-task behaviors and academic accuracy in pre-algebra concepts. A functional relation between I-Connect and written expression was not identified. Web-based self-monitoring applications to promote autonomy and independence are discussed with recommendations for future research. [ABSTRACT FROM AUTHOR]

Individuals with autism spectrum disorders (ASD) often present with difficulty in sustaining engagement, attention, and have disruptive behavior in classroom settings. Without appropriate intervention, these challenging behaviors often persist and negatively impact educational outcomes. Self-monitoring is a well-supported evidence-based practice for addressing challenging behaviors and improving pro-social behaviors for individuals with ASD. Self-monitoring procedures utilizing a handheld computer-based technology is an unobtrusive and innovative way of implementing the intervention. A withdrawal design was employed to assess the effectiveness of a technologically-delivered self-monitoring intervention (I-Connect) in improving on-task and task completion behaviors and decreasing disruptive behavior with four adolescents with ASD. Results demonstrated improvements in on-task and task completion behaviors across all four participants and disruptive behavior improved for two participants. [ABSTRACT FROM AUTHOR]

Transitioning from elementary to middle school is a time of particular vulnerability for students with behavior problems. This study examined the effects of class-wide function-related intervention teams (CW-FIT) in three middle school classrooms to determine whether this multitiered intervention could help teachers proactively manage student behavior. With a focus on teaching classroom expectations, delivering behavior-specific praise, and providing differential reinforcement within an interdependent group contingency, CW-FIT is designed to teach functional replacement behaviors that support students' academic engagement. Intervention effects were assessed with seventh- and eighth-grade students from diverse backgrounds. Results, evaluated using a single-subject withdrawal (ABAB) design, indicated improved rates of on-task behavior at both class-wide and individual student levels, with corresponding increases in teacher praise and decreases in teacher reprimands. The positive way in which participants viewed CW-FIT implementation and its accompanying effects on student behaviors was consistent with earlier findings in elementary schools. Study limitations and areas for future research are discussed. [ABSTRACT FROM AUTHOR]

During the transition from the elementary to middle grades, young adolescents may become increasingly vulnerable for emotional and behavioral problems. Class-Wide Function-Related Intervention Teams for middle level school (CW-FIT MS), the independent variable examined in this study, was developed to improve teaching and learning by fostering student engagement. The study's purpose was to examine the feasibility and effects of CW-FIT MS Tier 1 implementation in nine middle level school classes using a single-subject ABAB withdrawal design. Participants were 234 students in grades 6–8, including 23 identified as at risk for emotional behavioral disorders. Results of CW-FIT MS Tier 1 implementation showed significant improvement in on-task behavior for groups as well as individual target students, increased teacher praise-to-reprimand ratios, and decreased target student disruptions. Outcomes of social validity surveys were consistent with earlier studies. Study findings extend previous results by demonstrating positive intervention effects in novel settings with a greater number of participants. Study limitations and areas for future research are discussed. [ABSTRACT FROM AUTHOR]

The limitations and challenges of paraprofessional training are well documented. These issues are magnified by the increasing reliance on paraprofessionals to provide vital support for students with emotional and behavioral disorders (EBD). Despite evidence supporting self-monitoring for improving teacher and paraprofessional skills, there are limited demonstrations of how paraprofessionals improve their use of evidence-based strategies through self-monitoring. This study examined the effects of self-monitoring on paraprofessionals' total use of praise and behavior-specific praise. A first exploratory item included the extent to which any increases in praise covaried with paraprofessional use of reprimands. A second exploratory item determined whether any changes in praise covaried with the engagement and disruptive behavior of their students with EBD. Self-monitoring was associated with increased total praise, a moderately increased use of behavior-specific praise, and improvements in student engagement along with decreases in student disruptive behavior. Implications for behavioral interventions for students with EBD are discussed. [ABSTRACT FROM AUTHOR]

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 conducted across 3 states, in 21 culturally diverse schools, and with 83 teachers (classrooms) assigned to CW-FIT and 74 teachers (classrooms) assigned to the comparison group. The CW-FIT intervention included teaching prosocial skills and use of differential attention (teacher praise and points) for appropriate behaviors using a group contingency, class teams, goal setting, points, and rewards. Class-wide student on-task behavior improved, teacher praise and attention to appropriate behaviors increased, and reprimands decreased in the CW-FIT classes with significantly fewer changes over time for the comparison group. [ABSTRACT FROM AUTHOR]

The present study examined the effects of the Class-Wide Function-Related Intervention Team (CW-FIT) program, a group contingency intervention addressing the on-task and disruptive behavior of students with or at risk for emotional behavior disorders (EBD). Twenty-one elementary schools, 155 general education teachers, and 324 students participated in the multisite efficacy trial of CW-FIT over 6 months. Procedures included teaching attending skills, setting goals and awarding points for appropriate behavior, and differential reinforcement and rewards. Students not responding to the primary-level intervention received self-management or help cards as Tier 2 supports. Fidelity of intervention implementation was high across 4 years, with fidelity checks across groups and during baseline conditions. The primary outcome variables of engagement, disruptive behavior, and teacher praise and reprimands were assessed with repeated direct observation. Results confirmed that CW-FIT can be used to increase on-task behavior and reduce disruptive behavior of students with or at risk for EBD. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Schools continue to strive for the use of evidenced-based interventions and policies to foster well-managed classrooms that promote improved student outcomes. The present study examined the effects of the Class-Wide Function-related Intervention Teams (CW-FIT), a group contingency intervention, on the on-task and disruptive behavior of elementary school students with or at risk for emotional behavior disorders (EBD). Seventeen elementary schools, 159 general education teachers, and 313 students participated in the randomized-control group design study. Fidelity of implementation was strong for intervention group teachers and was measured across groups and throughout baseline conditions. Results suggest that CW-FIT can be used to increase on-task behavior and reduce the disruptive behavior of students with or at risk for EBD. In addition, teachers in intervention classes increased praise and reduced reprimands to individual students and along with their students, reported high levels of consumer satisfaction. [ABSTRACT FROM AUTHOR]

Disruptive student behavior is a significant challenge in schools and a predictor of student failure. Effective classroom management is a crucial skill that middle level teachers must acquire to foster student engagement and learning. This qualitative study explored the experiences and perceptions of 35 middle level teachers in both general education and special education settings regarding effective classroom management techniques. Eight focus group interviews were conducted with 25 general education teachers and 10 special education teachers at one of five middle schools in Kansas, Missouri, or Utah. Focus group transcripts were analyzed using iterative qualitative content analysis to identify themes and subthemes. Findings revealed that effective classroom management includes teachers' use of appropriate positive and negative reinforcement, student buy-in to reward systems, positive immediate feedback to students, teachers' consistent follow-through with consequences, and positive teacher-student relationships. We also report similarities and differences between middle level general education and special education teachers' perceptions. Limitations and areas for future research are addressed. [ABSTRACT FROM AUTHOR]

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 behaviors (i.e., getting the teacher’s attention, following directions, and ignoring inappropriate behaviors of peers). Seventeen elementary schools, the majority in urban and culturally diverse communities, participated in a randomized trial with 86 teachers (classrooms) assigned to CW-FIT, and 73 teachers (classrooms) assigned to the comparison group. Class-wide student on-task behavior improved over baseline levels in the intervention classes. Teachers were able to implement the intervention with high fidelity overall, as observed in adherence to 96% of the fidelity criteria on average. Teacher praise and attention to appropriate behaviors increased, and reprimands decreased. These effects were replicated in new classrooms each of the 4 years of the study, and for all years combined. [ABSTRACT FROM PUBLISHER]

Technological innovations offer promise for improving intervention implementation in secondary, inclusive classrooms. A withdrawal design was employed with two high-school students in order to assess the effectiveness of a technologically delivered, self-monitoring intervention in improving on-task behavior in a science classroom. Two students ages 14 and 15 with diagnoses of specific learning disability (Student 1) and attention deficit hyperactivity disorder (ADHD; Student 2) were selected by case manager referral due to difficulties with on-task behavior despite long-term administration of psychostimulant medication. After baseline data were collected, both students were trained in the use of a self-monitoring application (I-Connect) delivered via a handheld tablet. On-task prompts were delivered at 5-min intervals in an ABAB withdrawal design. The intervention resulted in positive, stable improvements in the primary dependent variable of on-task behavior for both students and less clear improvement in the generalization variable of disruptive behavior. [ABSTRACT FROM AUTHOR]

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 effective self-management interventions. The purpose of this study was to link self-management procedures to hypothesized behavior function in three children with E/BD. Results demonstrated that self-monitoring (SM) alone could be enhanced using information derived from FBA and that consequences delivered by teachers were less effective than a self-management treatment package. [ABSTRACT FROM PUBLISHER]

The differential effects of interventions aligned with indicated and non-indicated behavioral function were studied. Disruptive behavior of a fourth grade child at risk for emotional and behavioral disorders (EBD) was assessed through functional behavioral assessment (FBA) procedures. Following the FBA, three interventions were designed, only one based on an indicated behavioral function. Each intervention was assessed within a multi-element design. The intervention based on the student's identified behavioral function resulted in the greatest increase in on-task behaviors and the greatest reduction in disruptions. These results are discussed in terms of the effectiveness of using functional behavioral assessment for designing interventions. [ABSTRACT FROM AUTHOR]

This study explored the effects of a group-contingency intervention on student behavior across academic instructional periods. Research suggests group contingencies are evidence-based practices, yet calls for investigation to determine the best conditions and groups suited for this type of intervention. CW-FIT (Class-Wide Function-related Intervention Teams), an interdependent-group contingency intervention, was implemented in a first grade general education classroom across three academic periods. Results indicate student on-task behavior and teacher praise increased after intervention in all three settings. In addition, three students identified as at-risk for problem behaviors decreased disruptive behaviors in response to the intervention. [ABSTRACT FROM AUTHOR]

Writing is one of the primary skills that children learn in school. Interventions that address performance deficits and skill deficits have been shown to improve aspects of elementary school children's writing. This study demonstrates performance-based interventions (goal setting, feedback, and contingent reward) and a skill-based intervention (instruction) on the writing skills of a 10-year-old child. Results indicated that the performance intervention increased the number of correctly spelled words, and the combination of performance and instructional intervention increased the number of complete sentences. [ABSTRACT FROM AUTHOR]

In today's educational environment, schools struggle to meet the academic needs of every student. Many schools are challenged by the use of a response-to-intervention framework in which too many students need strong interventions. This article details a data-driven, decision-making response-to-intervention reading team model in which teachers, staff, and administrators from a school actively take responsibility for and monitor the school's academic results to improve classroom and intervention instruction. [ABSTRACT FROM PUBLISHER]

This study explored the relationships of oral reading speed and error rate on comprehension with second and third grade students with identified reading risk. The study included 920 second and 974 third graders. Results found a significant relationship between error rate, oral reading fluency, and reading comprehension performance, and grade-specific guidelines for appropriate error rate levels. Low reading fluency and high error rates predicted the level of passage comprehension performance. For both second and third grade students, fall assessment error rate predicted comprehension performance. The acceptable third grade error rate cut point was 14%. Instructional implication are discussed. [ABSTRACT FROM AUTHOR]

The purpose of the study was to determine the effectiveness of the Class-Wide Function-related Intervention Teams (CW-FIT) program, a group contingency intervention for whole classes, and for students with disruptive behaviors who are at risk for emotional/behavioral disorders (EBD). The CW-FIT program includes four elements designed from empirical studies on the assessment and treatment of problem behavior: (a) teaching socially appropriate communicative skills to access attention or brief escape; (b) extinction of or eliminating potential reinforcement (attention, escape) for problem behavior; (c) strengthening alternative or replacement behaviors, that is, differential reinforcement at individual levels within the context of peer groups with shared group contingencies; and (d) self-management for program maintenance. Procedures were designed to fit within a School-wide Positive Behavior Support framework as Tier II interventions. The CW-FIT implementation was completed in six classes drawn from three schools with 107 students and 8 target students with EBD risks. Results showed clinically important improvements. Group on-task data improved during CW-FIT over baseline levels. For target EBD risk students, results included decreased disruptive behaviors and increased on-task behavior during CW-FIT. Implications for teachers and practitioners are discussed; improved student behavior translates to important levels of increased instruction time in urban classrooms. [ABSTRACT FROM AUTHOR]

Although there is a growing body of literature on the use of functional analysis in schools, there is a need for more demonstrations of this technology being used during the course of typical instruction. In this study, we conducted functional analyses of disruptive and off-task behavior in a reading classroom setting for 3 participants of typical intelligence identified as at-risk for reading failure. The teacher implemented two functional analysis conditions (i.e,, escape, and attention) and a control condition. The results of the functional analysis suggested that disruptive behaviors were maintained by teacher attention for ail 3 participants. Based on the functional analysis results, the teacher implemented a differential reinforcement of other behavior procedure in which participants were given a high rate of attention in the absence of disruptive and off-task behaviors. In addition, the teacher implemented a differential reinforcement of alternative behaviors procedure in which the appropriate recruitment of teacher attention was reinforced. The procedures were implemented using a multiple baseline design across participants. During intervention, the disruptive behaviors of ail 3 participants decreased to near zero levels. [ABSTRACT FROM AUTHOR]

This study investigated the effects of small-group reading interventions, implemented within a schoolwide positive behavior support model, on elementary students with and without risk for emotional and behavior disorders. Participating schools and students were part of a larger randomized controlled group study. A subset of the larger study, four experimental and four comparison schools, participated in this current study. Participants included 117 first- through third-grade students who were identified through a systematic screening process as having reading or behavior/reading risk. Direct observation and reading performance measures yielded several important outcomes. Students receiving small-group interventions within the experimental group spent more time in small-group instruction and during that instruction were more actively engaged in reading aloud and academic responding. These differences translated into differential gains between groups on the Dynamic Indicators of Early Literacy Skills--DIBELS nonsense word fluency and oral reading fluency measures. In addition, with intensive small-group reading interventions, students with the combined behavior/reading risk were as responsive to the intervention as students with reading risk alone. No differences were recognized for student conduct or for reading outcomes on the Woodcock Reading Mastery Test. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

This study matched 15 kindergarten and 1st-grade retained students in 7 schools with their promoted peers on grade-level literacy performance. Researchers collected literacy assessments, demographic information, and instruction dosage data. Retained kindergarten students received less intervention and did not benefit academically from retention. Promoted 1st-grade students who received additional small-group interventions showed a nearly significant interaction effect. Results suggest that approximately 2.5 hr per school day of general education and small-group intervention literacy instruction is needed to bring students within average range. The article discusses instructional and policy implications. [ABSTRACT FROM AUTHOR]

The Individuals With Disabilities Education Act mandates the performance of functional assessment for students with severe behavior problems. A functional analysis can be one part of this process but its use has been minimal. This study evaluates whether a paraprofessional could (a) be trained to correctly perform 3 conditions of a functional analysis with a student with severe behavior problems, and (b) be trained to correctly implement a function-based intervention. Procedures included an interview and descriptive assessment; training on performing a functional analysis; a functional analysis; a second descriptive assessment; and a function-based intervention. The results indicate it is possible to train a paraprofessional to accurately perform 3 conditions of a functional analysis, and then correctly implement a function-based intervention. [ABSTRACT FROM AUTHOR]

This study applied an early screening approach to determine the risk status of children in five urban schools and monitor their patterns of reading growth over 3 years. A majority of students were from culturally diverse and low-SES backgrounds. Two validated instruments were used for determining (a) academic risk (the Dynamic Indicators of Basic Early Literacy Skills [DIBELS]; Good et al.,1998) and (b) behavioral risk (Systematic Screening for Behavior Disorders [SSBD]; Walker & Severson,1992,or Early Screening Project; Walker, Severson, & Feil, 1995). DIBELS data for 383 students were used to determine the characteristics and effectiveness of reading curriculum reforms for students in kindergarten through second grade. Results indicated that students with a single risk factor (academic or behavioral) progressed more slowly than the general population in the participating schools. The students with behavioral risks, however, made better progress, becoming more fluent readers than the students with academic risks. Students with both academic and behavioral risks made the least progress. The Reading Mastery curriculum (Reading Mastery, 1995) produced better growth in reading fluency than did Success for All (Success for All, 1999) or the literature-based curriculum. It also produced better growth for students with academic, behavioral, or both risk factors. The Success for All curriculum produced less growth compared to the Reading Mastery curriculum but was superior to the literature-based curriculum. Implications are discussed. [ABSTRACT FROM AUTHOR]

Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in special education classrooms is scarce. The purpose of this study was to determine the effectiveness of CW-FIT in two middle school special education math classrooms. Teachers implemented CW-FIT by instructing students in classroom behavior expectations and using a group contingency involving the use of teams, a timer, praise, points, and group rewards. One teacher alternated between using an audible and inaudible timer, while the other used an audible timer. There was an increase in student on-task behavior and teacher praise when CW-FIT was implemented, with no significant difference in outcomes between conditions with an audible versus inaudible timer. Teachers and students indicated that they found the intervention to be socially valid. [ABSTRACT FROM AUTHOR]

Deficits in social-communication skills are a core feature of autism spectrum disorder (ASD). Deficits in social communication progress into adolescence and adulthood, making complex social interactions particularly difficult and preventing the development of meaningful friendships. Interventions aimed to improve conversational skills needed to foster development of relationships for this age group are needed. Thus, the purpose of the current study was to evaluate the effectiveness and feasibility of instructional modules and covert audio coaching (CAC), on the frequency of question asking skills among college students diagnosed with ASD. Four college females diagnosed with ASD and six neurotypical peers participated in the current study. The effects of the instructional modules and covert audio coaching were evaluated using a concurrent multiple-baseline design. CAC was associated with variable increases in the frequency of question asking across participants. The introduction of a feedback phase resulted in further increases in the frequency of question asking for two of the participants. Results suggest that CAC is feasible and may be an effective tool to teach conversation skills to female college students with ASD. Further, participants indicated they found the intervention helpful and preferred it to other interventions in which they had previously experienced. Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

English language learners (ELL) and Hispanic students are at an increased risk for academic difficulty. Effective classroom management strategies may help these students, but teachers often report lack of training in such strategies. Class-wide Function-related Intervention Teams in Middle School (CW-FIT MS) is a research-based intervention that has helped teachers increase students’ on-task behavior using group contingencies, rewards, and praise. We investigated the efficacy of CW-FIT MS in classes with high proportions of Hispanic and ELL students using an ABAB single-subject withdrawal design with maintenance probes. One middle school English teacher and two of her classes (language arts and language development) participated. The teacher implemented the intervention with adequate fidelity in both classes. Students were significantly more on task during CW-FIT MS. Teachers and students found the intervention to be socially valid. Some students specifically noted that CW-FIT MS was helpful because it taught respect, which was a response unique to Hispanic students. CW-FIT MS appears to be an appropriate classroom management strategy for classes with ELL and Hispanic students and merits further research into the cultural relevance of the intervention. [ABSTRACT FROM AUTHOR]

Teacher-directed self-monitoring (TD-SM) is often recommended to special education teachers as a simple and efficient method for improving the implementation fidelity of evidence-based practices in the classroom and strengthening outcomes for students. This systematic review and outcomes analysis investigated the conditions and intervention packages under which TD-SM can be effective at improving implementation fidelity as well as the associated effects of TD-SM on student outcomes targeted by the practices monitored for fidelity. Results indicate TD-SM demonstrated generally positive outcomes when used to improve the fidelity of instructional methods with varying intervention packages. Gains in instructional method implementation fidelity sometimes resulted in gains in student outcomes. The use of TD-SM to improve the fidelity of behavioral interventions resulted in varied fidelity and student outcomes, despite the use of consistent intervention packages. Implications for future research and practical use of TD-SM are discussed. [ABSTRACT FROM AUTHOR]

Self-monitoring (SM) is a behavioral intervention with a long history of successful implementation for students with autism spectrum disorder. Despite the development of sophisticated software applications, they are rarely incorporated into data collection procedures for SM interventions. The current study evaluated an SM application, goal setting, and reinforcement to improve on-task behavior and academic outcomes of two students with ASD. A single-subject ABAB withdrawal design, replicated across both students, demonstrated a functional relation between implementation of the SM application and on-task behavior from baseline (46% and 14%) to intervention (96% and 91%, respectively) phases for both students. One student's percent accuracy on math story problems improved from baseline (22.7%) to intervention (68.6%), while the second student showed improvement from baseline (21.4%) to intervention (61.6%) in the percentage of total points on a writing rubric. Limitations and implications for future research are offered. [ABSTRACT FROM AUTHOR]

The current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening. The classroom teacher used a systematic instruction model (i.e., direct instruction, model, and role-play) to teach three behavioral skills, including (a) gaining the teacher's attention appropriately, (b) following directions, and (c) ignoring inappropriate peer behavior. These skills were reinforced through use of an interdependent group contingency, the CW-FIT program, incorporating class teams, awarding points, and rewards for meeting point goals. The effects of the intervention on target student and class behavior were evaluated in a reversal design. Results showed the CW-FIT program was effective in increasing the on-task behavior of the class and target students. A reduction in disruptive behavior was also seen for each target student during intervention. Students and teacher reported a high degree of satisfaction with the intervention. [ABSTRACT FROM AUTHOR]

Transition planning is a mandated component of individualized education plans (IEPs) designed to ensure successful transition to adult life for students with disabilities. Students with social, emotional, and behavioral (SEB) needs experience poor post-school outcomes, suggesting a need for more effective transition planning. This study evaluated student and parent knowledge of employment and training goals in IEPs and the match between goals and student future planning. Ninety-three high school students and parents reported their IEP participation and knowledge of goals and responses were compared to goals in their IEPs. Results indicated that students and parents had limited knowledge of goals and a low match between the goals and student's future plans. Transition goals were frequently broad in relation to student specific future plans, potentially indicating a lack of student input and consideration of student interests and preferences in transition planning. Recommendations are discussed to help teachers, parents, and students increase meaningful involvement in the transition planning process. [ABSTRACT FROM AUTHOR]

Ensuring educational progress for students with moderate-to-severe developmental disabilities requires exposure to well executed evidence-based practices. This necessitates that the special education workforce, including paraprofessionals, be well-trained. Yet evidence regarding effective training mechanisms for paraprofessionals is limited. A multiple baseline design across five teachers was used to evaluate the impact of online instructional modules and a Practice-Based Coaching (PBC) model with teacher-as-coach on their paraprofessionals' fidelity of discrete trial training (DTT). Implementation of the instructional modules yielded little to no change in paraprofessionals' DTT fidelity, however, a clear functional relation between PBC and improvement in paraprofessionals' fidelity of implementation of DTT was demonstrated. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

Students with challenging, disruptive behavior have difficulty learning in school, and their behavior adversely impacts the learning of other students and the classroom teacher. Class-Wide Function-related Intervention Teams (CW-FIT) is an evidence-based approach that teachers can use to prevent and reduce problem behavior and increase prosocial classroom behaviors. Previous studies have demonstrated that CW-FIT produced improvements in student appropriate classroom behaviors which led to increased available instruction time. The purpose of this investigation was to systematically replicate CW-FIT adding to the empirical research base supporting it. A novel aspect compared to prior studies was measurement of the student behaviors related to skills taught during CW-FIT (compliance, hand-raising, out-of-seat, and talking out), showing a direct relationship to students' improvements. Students in four classes and their teachers participated in this study. An ABAB reversal design was used to demonstrate intervention effectiveness and experimental control. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]

Middle school teachers frequently struggle with positively managing student behavior. However, praise-to-reprimand ratios (PRRs) have received little research attention. PRRs studied in elementary school have been positively associated with improvements in on-task and prosocial behavior, but limited research has been conducted on optimal PRRs in middle schools. We conducted this study in the context of a randomized control trial of Class-wide Function-related Intervention Teams Middle School (CW-FIT MS) to isolate the effects of one of the main components of the intervention, PRR. After controlling for the intervention, we examined the effects of PRRs in 28 U.S. middle school classrooms on (a) class-wide on-task behavior, (b) on-task behavior of students at risk for emotional and behavioral disorders (EBD), and (c) disruptive behavior of students at risk for EBD. Multivariate regressions revealed a statistically significant linear relationship between middle school PRRs and the variables of interest: As PRRs increased, on-task behavior of the entire class improved, on-task behavior and grades of students at risk for EBD increased, and disruptive behavior of students at risk for EBD decreased. We discuss the implications of our findings and suggest areas for future research. [ABSTRACT FROM AUTHOR]

Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of Class-Wide Function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data indicating additional support was needed, and a self-management component was added to intensify the intervention (CW-FIT MS w/ SM). A single-subject multiple baseline design was implemented across four student participants, and the on-task student behavior as well as the teacher-student relationship were examined to assess the effects of the intervention. Results indicated improved on-task behavior for three of four students with the implementation of the self-management intervention, demonstrating promising maintenance effects. Preliminary data showed an overall improvement in the teacher-student relationship. Both teachers and students reported positive perceptions about the intervention, consistent with earlier findings in CW-FIT MS studies. Limitations and areas for future research are addressed. [ABSTRACT FROM AUTHOR]

The purpose of the present study is to show that an independent group contingency (GC) combined with self-management strategies and randomized-reinforcer components can increase the amount of written work and active classroom responding in high school students. Three remedial reading classes and a total of 15 students participated in this study. Students used self-management strategies during independent reading time to increase the amount of writing in their reading logs. They used self-monitoring strategies to record whether or not they performed expected behaviors in class. A token economy using points and tickets was included in the GC to provide positive reinforcement for target responses. The results were analyzed through visual inspection of graphs and effect size computations and showed that the intervention increased the total amount of written words in the students’ reading logs and overall classroom and individual student academic engagement. [ABSTRACT FROM AUTHOR]

Middle level school teachers commonly measure and monitor students' academic performance, but such is not the case for students' classroom behavior. This is unfortunate, given the rise in students' classroom behavior problems in middle school, especially for students who experience emotional or behavioral disorders. The Classroom Performance Survey (CPS) is a brief behavior rating scale that has shown promise for use in elementary school settings, but no studies have investigated the psychometric properties of this measure in middle level schools. In the present study, 103 middle grades students at-risk for emotional or behavioral disorders were rated by their classroom teachers using the CPS. We conducted a psychometric evaluation using a multi-step analytic strategy, including confirmatory factor analysis and reliability analysis. Results showed that the CPS displayed evidence of a reliable two-factor structure (Academic Competence and Interpersonal Competence), predictive validity with academic outcomes (percent of assignments completed and student grades), convergent validity with established behavioral and observational measures, and sensitivity to change over time. Study results suggest positive implications for using the CPS as part of behavior intervention and monitoring efforts in middle level schools. [ABSTRACT FROM AUTHOR]

The purpose of the study was to determine the effects of self-management as a tier two enhancement to the group contingency intervention, Class-Wide Function-related Intervention Teams Program (CW-FIT). Two classrooms, first and fourth grade, and two students in each of the classrooms participated in the intervention. The group contingency included teaching appropriate classroom behaviors, use of class teams, and differential attention and points for use of the skills. Self-management included booster sessions for individual students, use of an individual point chart, and self-evaluation of skill use. Group on task data showed improved class-wide behaviors with implementation of the CW-FIT program. Individual observations for the at risk students showed some improvements with the group contingency but more increases in on task behavior and decreases in disruptive behaviors with the addition of self-management. Implications for teachers are discussed. [ABSTRACT FROM AUTHOR]

Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, although this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as disruptive behavior and classroom engagement of 311 students considered at risk for emotional and behavioral disorders. A cross-lag analysis showed that teacher reprimands did not decrease students' future disruptive behavior or increase their engagement or vice versa. While teacher reprimands may suppress misbehavior momentarily, they do not appear to be effective in decreasing students' disruptive behavior or increasing their engagement over time. Limitations and implications are discussed. [ABSTRACT FROM AUTHOR]

Despite a high dropout rate and poor educational and posteducational outcomes, limited evidence-based practices have been validated with students at the high school level who have emotional and behavioral problems. The purpose of this study was to evaluate the impact of a multitreatment, assessment-based intervention package. Participants were 647 high-school-age students with both emotional/behavioral problems and impairment in school functioning. Using a randomized controlled trial, the intervention group showed significantly fewer disruptions, measured using direct observation. No significant differences were found in directly observed engagement or on standardized measures. However, in general, interventions were implemented with low frequency. Dosage effects were examined for classroom interventions and a social skills intervention (Interpersonal Skills Group [ISG]). Results indicated a dosage effect for ISG, reflected in standardized measures. Although implementation was low, teachers and staff rated practices that they implemented highly favorably. [ABSTRACT FROM AUTHOR]

Although many educators are familiar with a suggested 3:1 or 4:1 praise-to-reprimand ratio (PRR), relatively little research has been conducted on this subject. Three years of data collected across three states in the United States, from 19 elementary schools and 151 classrooms, during a multi-site efficacy trial were used to analyse the effect of teachers' PRRs on their students' on-task behaviour. Although no PRR threshold (e.g. 3:1, 4:1) was found where behaviour dramatically improved, a positive linear relationship was evident, showing that the higher the teachers' PRR, the higher the students' on-task behaviour percentage. Limitations and implications are discussed. [ABSTRACT FROM AUTHOR]

Middle school special education teachers often express concern about challenging student behavior. Class-Wide Function-Related Intervention Teams (CW-FIT), a behavior management program based on school-wide positive behavior support, have been effective in elementary general education classrooms. The present study, the first to apply it in a middle school special education setting, used an ABAC design to examine effects on student on-task behavior and teacher praise rates in a self-contained special education classroom for students with severe disabilities and their typically developing peer tutors. Results suggested that CW-FIT Tier 1 is associated with improvements in student on-task behavior and teacher praise rates, especially when peer tutors are included in the intervention and when the timer is silent. Both teachers and students reported the intervention to be socially valid. Study limitations and areas for future research are addressed. [ABSTRACT FROM AUTHOR]

Classroom management is commonly challenging in middle schools. Class-wide function-related intervention teams (CW-FIT) is a multitiered intervention designed to decrease problem behaviors at the classroom level. It is comprises evidence-based practices such as teaching classroom expectations, increasing teacher praise, and using positive reinforcement in an interdependent group contingency. CW-FIT has shown promise in a variety of school settings, but it has not been tested in middle school art classrooms. This initial investigation examined the effects of CW-FIT using a single-subject ABAB design in two middle school art classrooms. Results indicated that class on-task behavior increased by more than 25% and teacher praise-to-reprimand ratios more than doubled during CW-FIT implementation compared with baseline levels. Results also indicated that on-task behavior for students identified as at risk for behavioral disorders improved by more than 18% during the intervention. Teachers and students found the intervention to be socially valid. Resulting implications were promising for using CW-FIT in other middle school art classrooms. [ABSTRACT FROM AUTHOR]

Students with emotional and behavioral disorders (EBD) often receive low rates of teacher praise and high rates of teacher reprimands, though they may respond more positively to praise and more negatively to reprimands than their typically developing peers. Teacher praise-to- reprimand ratios (PRRs) are associated with increased student engagement, but more research is necessary to further explore how these ratios affect student behavior, particularly for students with or at risk for EBD. Commonly 3:1 or 4:1 is recommended as a desirable PRR, but students with EBD may need higher ratios to improve their classroom behavior. In our study of 540 students and 149 teachers, we found that as teacher PRR increased the engagement of at-risk students increased, though engagement for typically developing peers did not. A PRR of approximately 9:1 was needed for students at risk for EBD to approximate the engagement levels of their typically developing peers. No effect of PRR on disruption rates was found for either student category. [ABSTRACT FROM AUTHOR]

In the United States, many teachers feel underprepared to manage student classroom behavior positively. Such management is crucial for students to learn effectively, especially those with or at risk of emotional and behavioral disorders (EBD). Although increasing teacher praise and decreasing teacher reprimands may be research-based practices, more empirical evidence is required for them to be considered evidence based. The current study of 65 elementary school teachers and 239 students across three states contrasted the effects of these teacher behaviors on engagement and disruptions of students who were and were not at risk of EBD. Using structural equation modeling, we examined how the engagement and disruptions of students at risk were more sensitive to teacher praise and reprimand than the behavior of their typical peers. These results support the literature and invite teachers to consider that who they praise and reprimand is just as important as how. [ABSTRACT FROM AUTHOR]

The purpose of the present study was to assess the impact of coaching with performance feedback from teachers on accuracy of paraeducators' momentary time sampling (MTS) data of students' on-task behavior. Two lead teachers and three paraeducators participated in the study. The relation between coaching and accuracy of the data collection was evaluated using a multiple-baseline across paraeducators design. Baseline data from this study suggest that some paraeducators need explicit instruction in how to collect data with fidelity. Once coaching with performance feedback from teachers was implemented, there was an immediate increase in accuracy of data collection by paraeducators, as measured by inter-rater agreement, indicating a functional relationship between the independent and dependent variables. These results highlight that teacher-led coaching is feasible and effective for increasing paraeducators' MTS data collection accuracy and provides preliminary evidence that the accuracy maintained 1–2 months following cessation of formal coaching sessions. Implications for practice and future research are discussed. [ABSTRACT FROM AUTHOR]

Students with emotional and behavioral disorders (EBD) experience a variety of externalizing and internalizing behavior problems, gaps in academic achievement, and increased rates of dropping out of school. Thus, it is essential that students with EBD receive evidence-based academic and behavioral supports from skilled and knowledgeable teachers to improve student outcomes. Unfortunately, teachers typically receive limited professional development in classroom management practices and other supports targeting the unique needs of students with EBD. In this manuscript, we describe (a) challenges in the field related to supporting students with EBD, (b) current practices in professional development, (c) a multitiered-system-of-support framework for organizing and providing professional development, and (d) the need for more research on efficient and effective professional-development supports for teachers of students with EBD. [ABSTRACT FROM AUTHOR]