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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 0000-0002-5876-907X), Lora Murphy, Alex Fitzgerald
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
FullText Text:
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  Data: Impact of CW-FIT on Student Appropriately Engaged Behavior in Two Co-Taught Middle School Classrooms
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Renee+Speight%22">Renee Speight</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5876-907X">0000-0002-5876-907X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lora+Murphy%22">Lora Murphy</searchLink><br /><searchLink fieldCode="AR" term="%22Alex+Fitzgerald%22">Alex Fitzgerald</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Positive+Behavior+Interventions%22"><i>Journal of Positive Behavior Interventions</i></searchLink>. 2026 28(1):50-63.
– Name: Avail
  Label: Availability
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  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
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  Data: 2026
– Name: TypeDocument
  Label: Document Type
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+6%22">Grade 6</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Team+Teaching%22">Team Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Behavior+Supports%22">Positive Behavior Supports</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+6%22">Grade 6</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/10983007251335356
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1098-3007<br />1538-4772
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: As Provided
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  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1493418
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1493418
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    Identifiers:
      – Type: doi
        Value: 10.1177/10983007251335356
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 50
    Subjects:
      – SubjectFull: Middle School Teachers
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Classroom Techniques
        Type: general
      – SubjectFull: Team Teaching
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Positive Behavior Supports
        Type: general
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Grade 6
        Type: general
      – SubjectFull: Attention
        Type: general
      – SubjectFull: Educational Practices
        Type: general
    Titles:
      – TitleFull: Impact of CW-FIT on Student Appropriately Engaged Behavior in Two Co-Taught Middle School Classrooms
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            NameFull: Renee Speight
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            NameFull: Lora Murphy
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            NameFull: Alex Fitzgerald
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            – TitleFull: Journal of Positive Behavior Interventions
              Type: main
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