The CW-FIT Program: An Effective Way to Manage Student Behavior
Leslie Gunter, Ed.S., Paul Caldarella, Ph.D., K. Richard Young, Ph.D., Blake D. Hansen, Ph.D.
Brigham Young University
Question 3: Do Tier 2 interventions provide
outcomes relative to a control group?
additional improvement for students who are
at-risk for EBD?
Yes. Students’ class-wide on-task
behavior increased by 18.96
percentage points in the treatment
classrooms compared to 8.87
percentage points in the control
classrooms during 20 minute
observation sessions.
Group On-Task Data
100%
90%
Yes. Teachers chose to implement self-management with
approximately 75% of students identified as at-risk for EBD,
as students enjoyed having the privilege and responsibility of
track their own behavior. Their behavior when using CW-FIT
Tier 2 improved more than with CW-FIT alone: 1.5 fewer
disruptions per hour and an increase of 4.12 percentage
points per 15 minute observation.
80%
70%
60%
50%
40%
30%
20%
10%
Class-wide Teacher Praise
0%
Disruptive Behavior
Help Cards: Addresses function of
escape/avoidance; for students who
need additional academic help
Self-Management: Addresses
function of attention seeking;
introduced as a privilege
Methods
AWARD: R324A120344
This project was done in collaboration with:
Howard Wills & Debra Kamps, University of Kansas
Joseph Wehby, Vanderbilt University
Class-wide Teacher Reprimands
12
In the treatment classrooms,
teacher-delivered reprimands
decreased from 9.64 statements
to 3.51 and decreased from 6.81
to 2.22 in the control classrooms.
Total Engagement
90
100
80
90
70
80
60
50
40
30
70
60
50
40
30
20
20
10
10
0
0
10
8
6
4
Question 4: Can teachers implement CW-FIT with
2
high levels of fidelity?
0
Yes. 95.74% of CW-FIT procedures were fully implemented. Most
frequently omitted was the immediate delivery of rewards, though
teachers typically provided rewards later the same day.
Question 2: Does CW-FIT improve individual outcomes
for students identified as at-risk for EBD?
Yes. Total engagement levels for students identified as at-risk
improved by 10.44 percentage points for students in treatment
classrooms but only 3.02 percentage points for the control
classrooms. Disruptive behavior for at-risk students decreased by
50.98 disruptions per hour in the treatment classrooms but only by
18.94 disruptions in the control classrooms.
100
Percentage of Time
Procedures:
Measures:
• Randomized control trial
• Multiple Option Observation
System for Experimental Studies • Baseline data collected
• Random assignment of
(MOOSES)
classrooms
• Group on-task record forms
• 9 general education classrooms
• Treatment fidelity observations
• 5 Treatment, 4 Control
• Teacher/student satisfaction forms
• CW-FIT implemented in treatment
Demographics:
classrooms
• Title I school in suburban Utah
• For students considered
• 200 student participants
“nonresponsive” to CW-FIT Tier 1,
• 70% Free/reduced price lunch
Tier 2 was implemented
• 82% Caucasian
• Teachers nominated 29 students
as at-risk for emotional/behavioral
disorders (EBD)
teacher-delivered
20
treatment
classrooms
15 of 7.64
rate
to 25.68 praise statements per 20
10
minute
sessions,
while
the
rate
5
in the control classrooms decreased
0
from 9.19 to 3.68.
The amount of
praise in the
increased from a
Rate per hour
Lessons: Explicitly taught social skills
Student Teams: Group contingencies
Behavior Goals: Set daily
Points & Praise: Awarded for use
of skills at set intervals
Group Rewards: Reinforcing for
students, feasible for teachers
25
Reprimand statements
during 20 min. interval
CW-FIT Tier 2
Total Engagement
90
90
80
80
70
70
60
50
40
30
Rate per Hour
CW-FIT Tier 1
Praise statements
during 20 min. interval
30
Percentage of time
Class-wide Function Related Intervention Teams (CW-FIT) is a behavior
management program that has been used in elementary school classrooms.
It emphasizes the proactive teaching of social skills, increased teacher
praise, and the use of group contingencies. Though considered a universal
intervention, additional components can be added for more individualized
interventions. The use of CW-FIT has helped teachers effectively manage
student behavior and improve classroom environments. The present study
was conducted as part of a multi-site efficacy trial to determine whether CWFIT would be similarly effective with schools in UT, TN, and MO. The data
presented represents data from year one at the UT site.
Question 1: Does CW-FIT improve class-wide
On-task data
during 20 min. intervals
What is CW-FIT?
60
50
40
30
20
20
10
10
0
0
Disruptive Behavior
Question 5: Do teachers and students view the
CW-FIT program as socially valid?
Yes. Four out of five teachers enjoyed being a CW-FIT
intervention teacher and would recommend the program to
colleagues. 93.41% of students liked using CW-FIT during the
school day and 95.60% would recommend it to peers.
Teacher comments:
• “Students are more on-task.”
• “Students desire and try to be good.”
Student comments:
• “It helps me behave and others too.”
• “You learn to be quiet and follow directions the first time.”
• “I like to be a self-monitor…track my points and get a prize.”