Improving Behavior in Middle School Classes with Hispanic and English Language Learners: A Study of Class-Wide Function-Related Intervention Teams
Saved in:
| Title: | Improving Behavior in Middle School Classes with Hispanic and English Language Learners: A Study of Class-Wide Function-Related Intervention Teams |
|---|---|
| Language: | English |
| Authors: | Emily J. Warburton, Paul Caldarella (ORCID |
| Source: | Journal of Behavioral Education. 2025 34(2):272-295. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A200063 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | English Learners, Hispanic American Students, At Risk Students, Teacher Competencies, Intervention, Middle School Teachers, Middle School Students, Time on Task, Contingency Management, Rewards, Positive Reinforcement, Program Effectiveness, English Teachers, Student Attitudes, Teacher Attitudes, Classroom Techniques |
| DOI: | 10.1007/s10864-023-09538-0 |
| ISSN: | 1053-0819 1573-3513 |
| Abstract: | English language learners (ELL) and Hispanic students are at an increased risk for academic difficulty. Effective classroom management strategies may help these students, but teachers often report lack of training in such strategies. Class-wide Function-related Intervention Teams in Middle School (CW-FIT MS) is a research-based intervention that has helped teachers increase students' on-task behavior using group contingencies, rewards, and praise. We investigated the efficacy of CW-FIT MS in classes with high proportions of Hispanic and ELL students using an ABAB single-subject withdrawal design with maintenance probes. One middle school English teacher and two of her classes (language arts and language development) participated. The teacher implemented the intervention with adequate fidelity in both classes. Students were significantly more on task during CW-FIT MS. Teachers and students found the intervention to be socially valid. Some students specifically noted that CW-FIT MS was helpful because it taught respect, which was a response unique to Hispanic students. CW-FIT MS appears to be an appropriate classroom management strategy for classes with ELL and Hispanic students and merits further research into the cultural relevance of the intervention. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2025 |
| Accession Number: | EJ1485349 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | English language learners (ELL) and Hispanic students are at an increased risk for academic difficulty. Effective classroom management strategies may help these students, but teachers often report lack of training in such strategies. Class-wide Function-related Intervention Teams in Middle School (CW-FIT MS) is a research-based intervention that has helped teachers increase students' on-task behavior using group contingencies, rewards, and praise. We investigated the efficacy of CW-FIT MS in classes with high proportions of Hispanic and ELL students using an ABAB single-subject withdrawal design with maintenance probes. One middle school English teacher and two of her classes (language arts and language development) participated. The teacher implemented the intervention with adequate fidelity in both classes. Students were significantly more on task during CW-FIT MS. Teachers and students found the intervention to be socially valid. Some students specifically noted that CW-FIT MS was helpful because it taught respect, which was a response unique to Hispanic students. CW-FIT MS appears to be an appropriate classroom management strategy for classes with ELL and Hispanic students and merits further research into the cultural relevance of the intervention. |
|---|---|
| ISSN: | 1053-0819 1573-3513 |
| DOI: | 10.1007/s10864-023-09538-0 |
