Speight, Renee; Whitby, Peggy; Kucharczyk, Suzanne (2020). Journal of Positive Behavior Interventions, v22 n4 p195-206. Retrieved from: https://eric.ed.gov/?id=EJ1265191
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.
| Black | 3% | |
| Other or unknown | 60% | |
| Pacific Islander | 14% | |
| White | 23% |
| Hispanic | 54% | |
| Not Hispanic or Latino | 40% | |
| Other or unknown | 6% |
| Free or reduced price lunch (FRPL) | 60% | |
| No FRPL | 11% | |
| Other or unknown | 29% |
This study took place in three classrooms in one public middle school in the southern United States.
Participants include 35 students in grades 6 and 7 in three classrooms taught by a total of five teachers. Two of the classes were co-taught by a general education teacher and a special education teacher. Most students in the sample were described as Hispanic or Latino (54%) and English learners (51%). In addition, 23% were White, 14% were Hawaiian or Pacific Islanders, and 3% were Black. Sixty percent of students received free or reduced-price lunch. Two of the classrooms included students with disabilities, and 23% of students had an individualized education program.
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, taught two desired behaviors during two training sessions by describing the skills associated with the behaviors and providing opportunities for students to practice them. The behaviors were determined by each teacher and included following directions the first time and being respectful. The behaviors were also displayed on a poster at the front of the class. Prior to starting CW-FIT, the teachers split their classes into small groups of two to five students and described the game to students, indicating that teams could earn points if each team member demonstrated the desired behaviors. At the beginning of each session, teachers reviewed the desired behaviors, reminded students of how to earn points, and shared the reward and number of points required to receive a reward. Teachers scanned the classroom every 3 to 5 minutes; they provided praise and points to groups who demonstrated the desired behaviors and provided reminders when needed. At the end of the game, teachers tallied the points, identified teams that met the point goal for the day, and provided the reward, such as extra free time, computer time, outside time, or snacks. Teachers implemented the intervention once each day during a 45- to 90-minute session that included whole-group instruction, small-group work, or independent reading or writing.
There is no comparison group in single case designs. In the baseline phases of the single case designs, teachers implemented their typical classroom management strategies, which consisted of general praise statements, reprimands, and recording checks associated with the schoolwide punitive system. Sessions took place during whole-group instruction, small-group work, or independent reading or writing.
The researcher provided training sessions in each teacher's classroom, which covered CW-FIT components and scripts, assigning students to groups, giving points and rewards, and providing praise statements and reprimands. During the training, the teachers identified the target behaviors that would be used in their classrooms. Teachers also watched videos of other teachers implementing CW-FIT and were given posters showing the target behaviors. Training took place during two 45-minute sessions or one 90-minute session. During the initial CW-FIT sessions, the researcher provided immediate feedback to teachers to improve implementation. Feedback focused on increasing behavior-specific praise, awarding points, and reducing reprimands. Training sessions continued until teachers reached 90% fidelity.
In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.
Speight, Dana Renee. (2018). Impact of the Implementation of Class-Wide Function-Related Intervention Teams on Adolescent Student Behavior. ProQuest LLC.
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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