Improving Student Behavior in Middle Schools: Results of a Classroom Management Intervention

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  • Additional Information
    • Availability:
      SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      15
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R324A160279
    • Education Level:
      Junior High Schools
      Middle Schools
      Secondary Education
      Elementary Education
      Grade 7
      Grade 8
    • Subject Terms:
      Student Behavior; Middle School Students; Classroom Techniques; Intervention; Behavior Problems; Grade 7; Grade 8; Middle Schools; Fidelity; Positive Behavior Supports; At Risk Students; Middle School Teachers; Teacher Student Relationship
    • Subject Terms:
      Systematic Screening for Behavior Disorders
    • Accession Number:
      10.1177/1098300719857185
    • ISSN:
      1098-3007
      1538-4772
    • Abstract:
      Transitioning from elementary to middle school is a time of particular vulnerability for students with behavior problems. This study examined the effects of class-wide function-related intervention teams (CW-FIT) in three middle school classrooms to determine whether this multitiered intervention could help teachers proactively manage student behavior. With a focus on teaching classroom expectations, delivering behavior-specific praise, and providing differential reinforcement within an interdependent group contingency, CW-FIT is designed to teach functional replacement behaviors that support students' academic engagement. Intervention effects were assessed with seventh- and eighth-grade students from diverse backgrounds. Results, evaluated using a single-subject withdrawal (ABAB) design, indicated improved rates of on-task behavior at both class-wide and individual student levels, with corresponding increases in teacher praise and decreases in teacher reprimands. The positive way in which participants viewed CW-FIT implementation and its accompanying effects on student behaviors was consistent with earlier findings in elementary schools. Study limitations and areas for future research are discussed. [For the corresponding grantee submission, see ED616822.]
    • Abstract:
      As Provided
    • What Works Clearinghouse (WWC) Reviewed:
      Does Not Meet Evidence Standards
    • Online Access:
      https://ies.ed.gov/ncee/wwc/Study/90468
    • IES Funded:
      Yes
    • Publication Date:
      2019
    • Accession Number:
      EJ1228088