Moore, Tara C.; Alpers, Andrew J.; Rhyne, Rachael; Coleman, Mari Beth; Gordon, Jason R.; Daniels, Stephanie; Skinner, Christopher H.; Park, Yujeong (2019). Journal of Positive Behavior Interventions, v21 n1 p30-41. Retrieved from: https://eric.ed.gov/?id=EJ1199712
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 | 100% |
| Other or unknown | 100% |
| Other or unknown | 100% |
This study took place in a general education physical science classroom in one urban high school located in the southeastern United States. Separate findings were presented from one special education classroom in one rural elementary school in the southeastern United States.
Participants included three high school students in grades 9 and 10 who were co-taught by a general education teacher and special education teacher. The study also included findings for one grade 4 student taught by one special education teacher. All four focal students were male and diagnosed with learning disabilities. One of the high school students was also diagnosed with attention-deficit/hyperactivity disorder, and the grade 4 student had a language impairment. The authors did not provide information on other sample characteristics.
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. During the initial session, the teachers taught the class skills that were developed for the game, including following teacher directions the first time, appropriately getting the teacher’s attention, respecting other students and ignoring bad behaviors, and trying one’s best. This initial session lasted 10 minutes and teachers provided the rationale for each rule and led students in role-playing each rule by providing examples. Before each CW-FIT session, the teachers reviewed the classroom rules and prompted students to provide examples of each behavior. The rules were also displayed on a poster in the classroom. In one class, the teacher also met individually with the focal student before some sessions began to prompt him to follow the rules. During all sessions, teachers responded to students’ appropriate and inappropriate behavior in a typical manner. The teachers did not award points or give students prizes for demonstrating class skills.
There is no comparison group in single case designs. In the baseline and withdrawal phases of the single case designs, the teachers instructed their classrooms in the typical manner and managed behavior using business-as-usual practices. The teachers did not provide prompts of the classroom rules, though the rules were displayed in the high school classroom.
The researcher conducted a 10-minute session with each teacher to train them on prompting students to follow the classroom rules and CW-FIT procedures. The researcher provided a script teachers could use to explain the rules to their students.
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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