Kitson, L. G. (2020). KU ScholarWorks. https://kuscholarworks.ku.edu/handle/1808/31823.
Reviewed: February 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.
Please see the WWC summary of evidence for Class-Wide Function-Related Intervention Teams (CW-FIT).
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 | 67% | |
| White | 33% |
| Hispanic | 67% | |
| Not Hispanic or Latino | 33% |
| Free or reduced price lunch (FRPL) | 65% | |
| No FRPL | 35% |
This study took place in three general education classrooms located in one public, Title I elementary school in a midwestern, suburban community of the United States.
Participants included three teachers and six students from three classrooms in one school. The students were in kindergarten and grades 1 and 3. All six focal students were identified by their teachers as having high levels of disruptive and off-task behavior and were at risk for social-emotional difficulties. Four students (67%) were Hispanic or Latino and two (33%) were White. Two students (33%) were English learners and five (83%) were male. Across the school, 65% of students received free or reduced-price lunch.
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, teachers used a 15-minute lesson to teach their students three target skills, including how to correctly get the teacher's attention, follow directions, and ignore inappropriate behavior of other students. During the lesson, they provided modeling and examples of the skills, asked students to practice the skills, and provided feedback. Each skill was also presented on a poster that was displayed in the classroom. After this lesson, the teachers grouped their classrooms into teams of three to five students based on their seating arrangements and introduced the CW-FIT game. Before each session, they reviewed the skills and point requirements for the day. During each session, the teachers used a timer that sounded every 3 minutes. When the timer went off, the teachers scanned each team and provided praise and one point if every student on the team was demonstrating appropriate behaviors. Teachers provided direct feedback to teams that did not receive points. The point sheet was displayed to the class. At the end of each session, teachers rewarded teams that achieved the point goal for that day, which ranged from 12 to 14 points. Teachers provided extra support to students who were not responding to CW-FIT; they provided students a small chart to monitor their own behavior and record when they were behaving appropriately. They also provided students with help cards that they could use when they needed help on an assignment. Students could earn extra points using these tools. Each session lasted approximately 45 minutes and occurred during a math lesson.
There is no comparison group in single case designs. During the baseline phases of the multiple baseline designs, the teachers instructed their students as they normally would.
A researcher provided two, one-hour training sessions to the teachers. The first training session covered CW-FIT's purpose, how the intervention is conducted, and the materials (scripts, posters, and timers) used. Teachers were encouraged to practice and ask questions. During the second training, the researcher reviewed intervention procedures and additional practice time was allotted. At the end of the session, the teachers conducted a mock CW-FIT session and the researcher determined whether all intervention steps were followed. If a teacher did not obtain 100% fidelity, the researcher provided feedback and asked the teacher to re-do the mock intervention. All teachers were expected to receive 100% on the mock intervention before implementing the intervention in the classroom. After the training, teachers could request additional support from the primary investigator if needed. This support included the primary investigator attending the first intervention session to provide assistance and feedback following the sessions. Teachers received additional training, as needed, to implement the strategies used with students who needed extra support.
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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