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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.

Even with a rich history demonstrating how complex behaviors are acquired, traditional psychological domains are still not well represented in behavior analytic literature (Dougher & Hackbert, 2000). This paper will briefly present some of the reasons why behavior analysts might be reluctant to foray into traditional "counseling" areas. Next, the traditional counseling process will be defined, followed by ways in which the characteristics and processes of traditional counseling can be explained based on the principles of behavior and by using behavior analytic terms. Finally, this paper will present some traditional counseling programs that adhere to, or are based in, behavioral psychology and will offer some suggestions for areas of future research.

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. (Contains 4 figures and 2 tables.)

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]

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]