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Improving Behavior in a Middle School Art Classroom using CW-FIT.

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Title: Improving Behavior in a Middle School Art Classroom using CW-FIT.
Authors: Larsen, Emily (AUTHOR), Caldarella, Paul (AUTHOR), Wills, Howard P. (AUTHOR), Graham, Mark A. (AUTHOR)
Source: Journal of Behavioral Education. Jun2026, Vol. 35 Issue 2, p902-926. 25p.
Subjects: Behavior modification, Student engagement, Middle schools, Art schools, Social acceptance, Educational accountability
Abstract: Middle school teachers often encounter more significant challenges in behavior management compared to their elementary counterparts. This is particularly true for middle school art teachers, who may lack the necessary skills for effective behavior management. To address these challenges, Class-Wide FIT (CW-FIT) offers a positive behavioral intervention designed to teach and reinforce on-task behavior in classroom settings. With CW-FIT, teachers instruct students on specific behavioral expectations and provide feedback and rewards for meeting those standards. We investigated the effectiveness of CW-FIT in a middle school art class, involving one teacher and 36 students, using a single-subject ABAB withdrawal design. Data were collected on student on-task behavior, teacher praise, reprimands, implementation fidelity, and social validity. Results indicated that the teacher's fidelity to CW-FIT components was adequate, but at times below targeted levels—particularly regarding behavior-specific praise and praise-to-reprimand ratios. Nonetheless, observational data showed increases in student on-task behavior during intervention phases, and the teacher and students generally rated CW-FIT as socially valid. The findings suggest that, although implementation fidelity was not uniform, CW-FIT has the potential to positively influence classroom behavior in middle school art settings, but further research is needed to clarify the relationship between fidelity levels and behavioral outcomes given the variability observed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Improving Behavior in a Middle School Art Classroom using CW-FIT.
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  Data: <searchLink fieldCode="AR" term="%22Larsen%2C+Emily%22">Larsen, Emily</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Caldarella%2C+Paul%22">Caldarella, Paul</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wills%2C+Howard+P%2E%22">Wills, Howard P.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Graham%2C+Mark+A%2E%22">Graham, Mark A.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="DE" term="%22Behavior+modification%22">Behavior modification</searchLink><br /><searchLink fieldCode="DE" term="%22Student+engagement%22">Student engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+schools%22">Middle schools</searchLink><br /><searchLink fieldCode="DE" term="%22Art+schools%22">Art schools</searchLink><br /><searchLink fieldCode="DE" term="%22Social+acceptance%22">Social acceptance</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+accountability%22">Educational accountability</searchLink>
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  Data: Middle school teachers often encounter more significant challenges in behavior management compared to their elementary counterparts. This is particularly true for middle school art teachers, who may lack the necessary skills for effective behavior management. To address these challenges, Class-Wide FIT (CW-FIT) offers a positive behavioral intervention designed to teach and reinforce on-task behavior in classroom settings. With CW-FIT, teachers instruct students on specific behavioral expectations and provide feedback and rewards for meeting those standards. We investigated the effectiveness of CW-FIT in a middle school art class, involving one teacher and 36 students, using a single-subject ABAB withdrawal design. Data were collected on student on-task behavior, teacher praise, reprimands, implementation fidelity, and social validity. Results indicated that the teacher's fidelity to CW-FIT components was adequate, but at times below targeted levels—particularly regarding behavior-specific praise and praise-to-reprimand ratios. Nonetheless, observational data showed increases in student on-task behavior during intervention phases, and the teacher and students generally rated CW-FIT as socially valid. The findings suggest that, although implementation fidelity was not uniform, CW-FIT has the potential to positively influence classroom behavior in middle school art settings, but further research is needed to clarify the relationship between fidelity levels and behavioral outcomes given the variability observed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=194697415
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        Value: 10.1007/s10864-026-09628-9
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        Text: English
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      – SubjectFull: Middle schools
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      – SubjectFull: Art schools
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              Text: Jun2026
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              Y: 2026
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