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

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Title: Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1
Language: English
Authors: Nelson, Melanie A., Caldarella, Paul (ORCID 0000-0002-0883-8890), Hansen, Blake D., Graham, Mark A., Williams, Leslie, Wills, Howard P.
Source: Journal of Positive Behavior Interventions. Oct 2018 20(4):227-238.
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: http://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2018
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A120344
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 3
Primary Education
Early Childhood Education
Grade 5
Intermediate Grades
Middle Schools
Descriptors: 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
Geographic Terms: Utah
DOI: 10.1177/1098300718762744
ISSN: 1098-3007
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.
Abstractor: As Provided
Entry Date: 2018
Accession Number: EJ1191271
Database: ERIC
FullText Text:
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  Data: Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1
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  Data: <searchLink fieldCode="AR" term="%22Nelson%2C+Melanie+A%2E%22">Nelson, Melanie A.</searchLink><br /><searchLink fieldCode="AR" term="%22Caldarella%2C+Paul%22">Caldarella, Paul</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0883-8890">0000-0002-0883-8890</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hansen%2C+Blake+D%2E%22">Hansen, Blake D.</searchLink><br /><searchLink fieldCode="AR" term="%22Graham%2C+Mark+A%2E%22">Graham, Mark A.</searchLink><br /><searchLink fieldCode="AR" term="%22Williams%2C+Leslie%22">Williams, Leslie</searchLink><br /><searchLink fieldCode="AR" term="%22Wills%2C+Howard+P%2E%22">Wills, Howard P.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Positive+Behavior+Interventions%22"><i>Journal of Positive Behavior Interventions</i></searchLink>. Oct 2018 20(4):227-238.
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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: http://sagepub.com
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  Data: Y
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  Data: 12
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  Data: 2018
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood 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="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Problems%22">Behavior Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Education%22">Art Education</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Techniques%22">Classroom Techniques</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Time+on+Task%22">Time on Task</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Reinforcement%22">Positive Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Utah%22">Utah</searchLink>
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  Data: 10.1177/1098300718762744
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1098-3007
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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  Data: 2018
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  Data: EJ1191271
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        Value: 10.1177/1098300718762744
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        PageCount: 12
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      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Behavior Problems
        Type: general
      – SubjectFull: Art Education
        Type: general
      – SubjectFull: Intervention
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      – SubjectFull: Classroom Techniques
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      – SubjectFull: Utah
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