Impact of CW-FIT on Student Appropriately Engaged Behavior in Two Co-Taught Middle School Classrooms
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| Title: | Impact of CW-FIT on Student Appropriately Engaged Behavior in Two Co-Taught Middle School Classrooms |
|---|---|
| Language: | English |
| Authors: | Renee Speight (ORCID |
| Source: | Journal of Positive Behavior Interventions. 2026 28(1):50-63. |
| 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: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 5 Intermediate Grades Grade 6 |
| Descriptors: | Middle School Teachers, Middle School Students, Student Behavior, Classroom Techniques, Team Teaching, Teacher Attitudes, Student Attitudes, Learner Engagement, Positive Behavior Supports, Grade 5, Grade 6, Attention, Educational Practices |
| DOI: | 10.1177/10983007251335356 |
| ISSN: | 1098-3007 1538-4772 |
| Abstract: | Middle schools bring considerable change for students, which can intensify risk for adverse middle school student experiences and performance. Yet, implementation of positive and proactive classroom-level strategies can improve student outcomes. However, middle school teachers may not have the repertoire to systemically implement such classroom-level strategies to fidelity, particularly in co-teaching arrangements. This U.S. study investigated the impact of a classroom-level interdependent group contingency model, "Classwide FIT (CW-FIT)" on middle school student behavior. Two single-case withdrawal designs were used to evaluate the effects across two co-taught middle school classrooms. Furthermore, teacher-selected modifications to the system were explored as well as teacher and student perceptions of social validity. Results indicated the intervention and intervention modifications improved student appropriately engaged behavior and demonstrated social validity. Limitations of the study and directions for future inquiry are presented. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493418 |
| Database: | ERIC |
| Abstract: | Middle schools bring considerable change for students, which can intensify risk for adverse middle school student experiences and performance. Yet, implementation of positive and proactive classroom-level strategies can improve student outcomes. However, middle school teachers may not have the repertoire to systemically implement such classroom-level strategies to fidelity, particularly in co-teaching arrangements. This U.S. study investigated the impact of a classroom-level interdependent group contingency model, "Classwide FIT (CW-FIT)" on middle school student behavior. Two single-case withdrawal designs were used to evaluate the effects across two co-taught middle school classrooms. Furthermore, teacher-selected modifications to the system were explored as well as teacher and student perceptions of social validity. Results indicated the intervention and intervention modifications improved student appropriately engaged behavior and demonstrated social validity. Limitations of the study and directions for future inquiry are presented. |
|---|---|
| ISSN: | 1098-3007 1538-4772 |
| DOI: | 10.1177/10983007251335356 |
