Hansen, B. D., Caldarella, P., Williams, L., & Wills, H. P. (2017). Behavior Modification, 41(5), 626–646. https://doi.org/10.1177/0145445517698418.
Reviewed: March 2023
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
To view more detailed information about the study findings from this review, please see Class-Wide Function-Related Intervention Teams (CW-FIT) Intervention Report (289 KB)
Characteristics of study sample as reported by study author.
| Other or unknown | 19% | |
| White | 81% |
| Hispanic | 11% | |
| Not Hispanic or Latino | 89% |
| Other or unknown | 100% |
The study took place during French instruction in three French immersion classrooms at one elementary school in Utah.
Participants included 74 students in three classrooms in grades 2 through 4. The student population of the entire school was 81% White and 11% Hispanic or Latino, but race and ethnicity information was not provided for the students in the three study classrooms. Most of the study participants (97%) were native English speakers who were learning French. Forty-six percent of the study participants were male.
Class-Wide Function-Related Intervention Teams (CW-FIT) is a classroom management system designed to improve student behavior. The program includes establishing classroom rules and appropriate behaviors, playing a team-based game to reinforce appropriate behaviors, minimizing social attention to inappropriate behaviors, and providing self-management tools to individual students who need extra support. In this study, CW-FIT took place during French instructional time in French immersion classes. During the first few days of CW-FIT implementation, teachers taught the students target skills, including how to correctly get the teacher’s attention, follow directions, and ignore other students’ inappropriate behaviors. These skills were displayed on posters with visual reminders. After the first week, teachers briefly reviewed the skills at the beginning of each session and split their class into three to six groups of two to six students. Teachers awarded points to groups if every student in the group exhibited the target skills during a 2- to 5-minute interval. Teachers set a point goal, and every group that reached the goal received a reward at the end of the session. All of the CW-FIT materials the teacher used were translated into French for this study.
There is no comparison group in single case designs. During the baseline sessions of the multiple baseline design, teachers delivered French instruction as part of French immersion classes. Teachers continued their standard classroom management practices with no formal behavior system in place.
Researchers provided each teacher a 1-hour training on CW-FIT and provided additional coaching, if necessary.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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