Effects of an Interdependent Group Contingency on Engagement in Physical Education
Hirsch, Shanna Eisner; Healy, Sean; Judge, Joann P.; Lloyd, John Wills (2016). Journal of Applied Behavior Analysis, v49 n4 p975-979. Retrieved from: https://eric.ed.gov/?id=EJ1121384
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examining20Students, grade2
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 with reservations because it is a SCD design where the independent variable is manipulated by the researcher, each outcome is measured systematically over time by multiple assessors with a sufficient number of assessment points and inter-assessor agreement, but there are an insufficient number of phases and/or assessments per phase to meet 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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5% English language learners -
Female: 40%
Male: 60% -
Urban
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Virginia
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Race Other or unknown 100% -
Ethnicity Other or unknown 100% -
Eligible for Free and Reduced Price Lunch Other or unknown 100%
Study Details
Setting
The study was conducted in one physical education class in a small, urban elementary school in Virginia.
Study sample
Participants included 20 students in one grade 2 physical education class. Sixty percent of the students were male and 40% were female. One student (5%) was an English learner, and three students (15%) received special education services for a language impairment. The study reported no other demographic information.
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, the teacher grouped students into four teams based on who they believed would work well together. During the first two sessions, the teacher explained CW-FIT procedures and behavioral expectations to students, which included following directions the first time, ignoring inappropriate behavior from other students, and staying within the instruction area. During each session, the teacher wore a timer that vibrated every 2 minutes, prompting him to scan the students, deliver behavior-specific praise, and award points to teams that met expectations. The teacher delivered a brief reminder about behavior expectations to teams that did not receive a point. At the end of each session, the teacher totaled each team’s points, and teams that met the specified daily point goal received a reward, such as a dance party or a special game. CW-FIT sessions took place during a 30-minute physical education class while teams progressed through different activities, including whole-group warm-up activities and station-based activities such as four-square or tennis.
Comparison Group
There is no comparison group in single case designs. In the baseline and withdrawal phases of the single case design, teachers grouped students into four teams based on who would work well together, and teams progressed through whole-group warm-up activities and station-based activities such as four-square or tennis. No formal behavior system was in place.
Support for implementation
The researcher supported the teacher as he was explaining the procedures and expectations to students during the first 2 days of implementation. The manuscript does not provide any further information about support for implementation.
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For more, please see the WWC Glossary entry for improvement index.
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A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
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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).