Managing student behavior in dual immersion classrooms: A study of Class-Wide Function-Related Intervention Teams.
Hansen, B. D., Caldarella, P., Williams, L., & Wills, H. P. (2017). Behavior Modification, 41(5), 626–646. https://doi.org/10.1177/0145445517698418.
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examining74Students, grades2-4
Single Study Review
Review Details
Reviewed: March 2023
- Single Study Review (findings for Class-Wide Function-Related Intervention Teams (CW-FIT))
- Single Case Design
- Meets WWC standards without reservations
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.
Findings
To view more detailed information about the study findings from this review, please download findings data here.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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3% English language learners -
Female: 54%
Male: 46% -
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Utah
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Race Other or unknown 19% White 81% -
Ethnicity Hispanic 11% Not Hispanic or Latino 89% -
Eligible for Free and Reduced Price Lunch Other or unknown 100%
Study Details
Setting
The study took place during French instruction in three French immersion classrooms at one elementary school in Utah.
Study sample
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.
Intervention Group
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.
Comparison Group
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.
Support for implementation
Researchers provided each teacher a 1-hour training on CW-FIT and provided additional coaching, if necessary.
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