Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

Autor/inn/en	Nelson, Melanie A.; Caldarella, Paul; Hansen, Blake D.; Graham, Mark A.; Williams, Leslie; Wills, Howard P.
Titel	Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1
Quelle	In: Journal of Positive Behavior Interventions, 20 (2018) 4, S.227-238 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Caldarella, Paul) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300718762744
Schlagwörter	Student Behavior; Behavior Problems; Art Education; Intervention; Classroom Techniques; Elementary School Students; Time on Task; Positive Reinforcement; Teacher Attitudes; Elementary School Teachers; Student Attitudes; Program Effectiveness; Grade 3; Grade 5; Utah + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Klassenführung; Zeitaufwand; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01