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CW-FIT Research Briefs

The following documents visually summarize research conducted using the CW-FIT intervention. These briefs address the impacts of CW-FIT in the classroom focusing on individuals that have a diverse range of needs.

Improved On-Task Behavior

Improving student behavior in middle schools: Results of a classroom management intervention. Class-wide and individual student on-task behavior improved.

CW-FIT MS: Efficacy in 7^th and 8^th Grade Classrooms

Increasing Teacher Praise

Managing student behavior in a middle school special education classroom using CW-FIT Tier 1. Teacher praise and attention to appropriate behavior increased and reprimands decreased.

CW-FIT Efficacy: Randomized Control Trial (RCT)

Teachers Reported CW-FIT Was Easy to Learn and Training Was Adequate

Improving Student Behavior in Middle School Art Classrooms: Initial Investigation of CW-FIT Tier 1. With teachers trained and utilizing CW-FIT, on-task behavior increased for target students as well as the whole class.

CW-FIT: Efficacy in Middle School 7^th Grade Art Classrooms

Teachers and Students Enjoy CW-FIT

Managing student behavior in a middle school special education classroom using CW-FIT Tier 1. 90% of the students with disabilities and 71% of the peer tutors stated that other students and classes should be able to play CW-FIT.

CW-FIT MS: Efficacy in a Special Education (SPED) Classroom with Students in 7^th-9^th Grade

Peer Reviewed Research

Peer-reviewed research publications related to CW-FIT are below. Articles are available for public viewing on ERIC.ed.gov by clicking the links.

2023

Caldarella, P., Larsen, R. A. A., Williams, L., & Wills, H. P. (2023). Effects of middle school teachers’ praise-to-reprimand ratios on students’ classroom behavior. Journal of Positive Behavior Interventions, 25(1), 28-40. https://doi.org/10.1177/10983007211035185

Layman, L. N., Ray, L. C., Ayres, K. M., & Ringdahl, J. E. (2023). Effects of tier 1 class-wide function-related intervention teams (CW-FIT) on on-task group behavior in a preschool classroom. Behavior Modification, 47(5), 1015-1041. https://doi-org.www2.lib.ku.edu/10.1177/01454455221149334

2022

LeJeune, L. M., Samudre, M. D., Whitaker, S. C., & Bailey, C. (2022). The effect of CW-FIT on group engagement during virtual instruction. Journal of Special Education Technology, 37(4), 550-560. https://doi.org/10.1177/01626434211065436

Speight, R., Kucharczyk, S., & Whitby, P. (2022). Effects of a behavior management strategy, CW-FIT, on high school student and teacher behavior. Journal of Behavioral Education, 31(4), 751-770. https://doi.org/10.1007/s10864-020-09428-9

2021

Chen, P.-Y., Scheibel, G. A., Henley, V. M., & Wills, H. P. (2021). Multi-tiered Classroom Management Intervention in a middle school classroom: Initial investigation of CW-fit-middle school tier 1 and self-management. Journal of Positive Behavior Interventions, 109830072110173. https://doi.org/10.1177/10983007211017327

Van Camp, A. M., Wehby, J. H., Copeland, B. A., & Bruhn, A. L. (2021). Building from the bottom up: The importance of tier 1 supports in the context of tier 2 interventions. Journal of Positive Behavior Interventions, 23(1), 53-64. https://doi.org/10.1177/1098300720916716

Wills, H. P., Caldarella, P., Williams, L., Fleming, K., & Chen, P. Y. (2021). Middle School Classroom Management: A Randomized Control Trial of Class-wide Function-Related Intervention Teams for Middle Schools (CW-FIT MS). Journal of Behavioral Education, 1-23. https://doi.org/10.1007/s10864-021-09455-0

2020

Draper, R. S. (2020). The effectiveness and comparison of tier 2 interventions on improving social, emotional, and behavioral outcomes in elementary school (Publication No. 28095355) [Doctoral dissertation, Roberts Wesleyan College]. ProQuest Dissertations & Theses Global.

Kitson, L. G. (2020). The effects, generalization, and incidental benefits of class-wide function-related intervention (Publication No. 27833061) [Doctoral dissertation, University of Kansas]. ProQuest Dissertations & Theses Global.

Mahon, D., Gunning, C., Holloway, J., & Lydon, H. (2020). Implementing positive behavior support within preschool settings: Group functional assessment and CW-FIT. Journal of Positive Behavior Interventions, 22(3), 167-180. https://doi-org.www2.lib.ku.edu/10.1177/1098300719890065

Monson, K. D., Caldarella, P., Anderson, D. H., & Wills, H. P. (2020). Improving student behavior in middle school art classrooms: Initial investigation of CW-FIT Tier 1. Journal of Positive Behavior Interventions, 22(1), 38-50.

Orr, R. K., Caldarella, P., Hansen, B. D., & Wills, H. P. (2020). Managing student behavior in a middle school special education classroom using CW-FIT Tier 1. Journal of Behavioral Education, 29(1), 168-187.

Speight, R., Whitby, P., and Kucharczyk, S. (2020). Impact of CW-FIT on student and teacher behavior in a middle school. Journal of Positive Behavior Interventions, 22(4) 195–206.

2019

Bolt, T., Hansen, B., Caldarella, P., Young, K., Williams, L., & Wills, H. (2019). Varying opportunities to respond to improve behavior of elementary students with developmental disabilities. International Electronic Journal of Elementary Education, 11(4), 327-334.

Caldarella, P., Wills, H. P., Anderson, D. H., & Williams, L. (2019). Managing student behavior in the middle grades using Class-wide Function-related Intervention Teams. RMLE Online, 42(7), 1-15.

Wills, H. P., Caldarella, P., Mason, B. A., Lappin, A., & Anderson, D. H. (2019). Improving student behavior in middle schools: Results of a classroom management intervention. Journal of Positive Behavior Interventions, 21(4), 213-227.

Wu, Y., Chen, P., Tsai, S., Tsai, S., Chou, Y., & Chiu, C.(2019). The effects of the class-wide function-related intervention teams on behaviors of an elementary student with autism spectrum disorder in an inclusive classroom in Taiwan. Journal of Positive Behavior Interventions, 65(5). https://doi.org/10.1080/20473869.2019.1647031

2018

Caldarella, P., Larsen, R. A. A., Williams, L., Wills, H., Kamps, D., & Wehby, J. H. (2018). Effects of CW-FIT on teachers’ ratings of elementary school students at risk for emotional and behavioral disorders. Journal of Positive Behavior Interventions, 20(2), 78–89.

Naylor, A. S., Kamps, D., & Wills, H. (2018). The effects of the CW-FIT group contingency on class-wide and individual behavior in an urban first grade classroom. Education & Treatment of Children, 41(1), 1–30. https://doi.org/10.1353/etc.2018.0000

Nelson, M. A., Caldarella, B. D., Hansen, B. D., Graham, M. A., Williams, L., & Wills, H. (2018). Improving student behavior in art classrooms: An exploratory study of CW-FIT Tier 1. Journal of Positive Behavior Interventions, 20(4), 1-12.

Wills, H. P., Kamps, D., Caldarella, P., Wehby, J. H., & Romine, R. S. (2018). Class-wide Function-related Intervention Teams “CW-FIT”: Student and teacher outcomes from a multi-site randomized replication trial. The Elementary School Journal, 119(1), 29-51.

Wills, H., Wehby, J., Caldarella, P., Kamps, D., & Swinburne Romine, R. (2018). Classroom management that works: A replication trial of the CW-FIT program. Exceptional Children, 84(4), 437-456.

2017

Caldarella, P., Larsen, R. A., Williams, L., Wehby, J., Wills, H. P., & Kamps, D. (2017). Monitoring academic and social skills in elementary school: A psychometric evaluation of the classroom performance survey. Journal of Positive Behavior Interventions, 19(2), 78-89.

Caldarella, P., Williams, L., Jolstead, K. A., & Wills, H. P. (2017). Managing student behavior in an elementary school music classroom: A study of Class-wide Function-related Intervention Teams. Update: Applications of Research in Music Education, 35(3), 23-30.

Conklin, C., Kamps, D., & Wills, H. (2017). The effects of Class-wide Function-related Intervention Teams (CW-FIT) on students’ prosocial classroom behaviors. Journal of Behavioral Education, 26(1), 75-100.

Hansen, B. D., Caldarella, P., Williams, L., & Wills, H. P. (2017). Managing student behavior in dual immersion classrooms: A study of Class-wide Function-related Intervention Teams. Behavior Modification, 41(5), 626-646.

Healy, S., Hirsch, S. E., & Lloyd, J. W. (2017). Implementing a group contingency behavior-management system in physical education. Journal of Physical Education, Recreation & Dance, 88(9), 50-56.

Jolstead, K. A., Caldarella, P., Hansen, B. D., Korth, B. B., Williams, L. & Kamps, D. (2017). Implementing positive behavior support in preschools: An exploratory study of CW-FIT Tier 1. Journal of Positive Behavior Interventions, 19(1), 48-60.

Torelli, J.N., Lloyd, B.P., Diekman, C.A., & Wehby, J.H. (2017). Teaching stimulus control via class-wide multiple schedules of reinforcement in public elementary school classrooms. Journal of Positive Behavior Interventions, 19(1), 14-25.

Wright, R. K. (2017). The effects of class-wide function-related intervention team (CW-FIT) tier 1 in a middle school special education classroom (Publication No. 28103581) [Doctoral dissertation, Brigham Young University]. ProQuest Dissertations & Theses Global.

2016

Hirsch, S.E., Healy, S., Judge, J.P. and Lloyd, J.W. (2016). Effects of an interdependent group contingency on engagement in physical education. Journal of Applied Behavioral Analysis, 49(4), 975-979.

Lower, A., Young, K. R., Christensen, L., Caldarella, P., Williams, L. & Wills, H. P. (2016). Effects of a Tier 3 self-management intervention implemented with and without treatment integrity. Education and Treatment of Children, 39(4), 493–520.

Weeden, M., Wills, H. P., Kottwitz, E., & Kamps, D. (2016). The effects of a class-wide behavior intervention for students with emotional and behavioral disorders. Behavioral Disorders, 42(1), 285-293.

Wills, H., Kamps, D., Fleming, K., & Hansen, B. (2016). Student and teacher outcomes of the Class-wide Function-related Intervention Team efficacy trial. Exceptional Children, 83(1), 58-76.

2015

Caldarella, P., Williams, L., Hansen, B. D., & Wills, H. P. (2015). Managing student behavior with Class-wide Function-related Intervention Teams: An observational study in early elementary classrooms. Early Childhood Education Journal, 43, 357-365.

Kamps, D., Conklin, C., & Wills, H. (2015). Use of self-management with the CW-FIT group contingency program. Education and Treatment of Children, 38(1), 1-32.

Kamps, D., Wills, H., Bannister, H., Heitzman-Powell, L., Kottwitz, E., Hansen, B., & Fleming, K. (2015). Class-wide Function-related Intervention Teams “CW-FIT” efficacy trial outcomes. Journal of Positive Behavior Interventions, 17(3), 134-145.

2014

Wills, H. P., Iwaszuk, W. M., Kamps, D., & Shumate, E. (2014). CW-FIT: Group contingency effects across the day. Education and Treatment of Children, 37(2), 191-210.

2011

Kamps, D., Wills, H., Heitzman-Powell, L., Laylin, J., Szoke, C., Hobohm, T., & Culey, A. (2011). Class-wide Function-related Intervention Teams (CW-FIT): Effects of group contingency programs in urban classrooms. Journal of Positive Behavior Interventions, 13(3), 154-167.

2010

Wills, H. P., Kamps, D., Hansen, B. D., Conklin, C., Bellinger, S., Neaderhiser, J., & Nsubuga, B. (2010). The Class-wide Function-based Intervention Team (CW-FIT) program. Preventing School Failure, 54(3), 164-171.

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