初中特殊教育课堂中的学生行为管理:CW-FIT 单主体研究

IF 2.3 3区 教育学 Q1 EDUCATION, SPECIAL Remedial and Special Education Pub Date : 2024-04-25 DOI:10.1177/07419325241247345
Kelsey A. Johnson, Paul Caldarella, Howard P. Wills, Blake D. Hansen, Erika J. Richards
{"title":"初中特殊教育课堂中的学生行为管理:CW-FIT 单主体研究","authors":"Kelsey A. Johnson, Paul Caldarella, Howard P. Wills, Blake D. Hansen, Erika J. Richards","doi":"10.1177/07419325241247345","DOIUrl":null,"url":null,"abstract":"Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in special education classrooms is scarce. The purpose of this study was to determine the effectiveness of CW-FIT in two middle school special education math classrooms. Teachers implemented CW-FIT by instructing students in classroom behavior expectations and using a group contingency involving the use of teams, a timer, praise, points, and group rewards. One teacher alternated between using an audible and inaudible timer, while the other used an audible timer. There was an increase in student on-task behavior and teacher praise when CW-FIT was implemented, with no significant difference in outcomes between conditions with an audible versus inaudible timer. Teachers and students indicated that they found the intervention to be socially valid.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.3000,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Managing Student Behavior in Middle School Special Education Classrooms: A Single-Subject Study of CW-FIT\",\"authors\":\"Kelsey A. Johnson, Paul Caldarella, Howard P. Wills, Blake D. Hansen, Erika J. Richards\",\"doi\":\"10.1177/07419325241247345\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in special education classrooms is scarce. The purpose of this study was to determine the effectiveness of CW-FIT in two middle school special education math classrooms. Teachers implemented CW-FIT by instructing students in classroom behavior expectations and using a group contingency involving the use of teams, a timer, praise, points, and group rewards. One teacher alternated between using an audible and inaudible timer, while the other used an audible timer. There was an increase in student on-task behavior and teacher praise when CW-FIT was implemented, with no significant difference in outcomes between conditions with an audible versus inaudible timer. Teachers and students indicated that they found the intervention to be socially valid.\",\"PeriodicalId\":48042,\"journal\":{\"name\":\"Remedial and Special Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-04-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Remedial and Special Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/07419325241247345\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Remedial and Special Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/07419325241247345","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0

摘要

教师有责任管理学生的课堂行为。以实证为基础的课堂管理方法,如全班功能相关干预小组(CW-FIT),已在各种环境中证明了其积极效果;然而,有关全班功能相关干预小组在特殊教育课堂中的有效性的研究却很少。本研究旨在确定 CW-FIT 在两个初中特殊教育数学课堂中的有效性。教师在实施 CW-FIT 时对学生进行了课堂行为预期指导,并采用了小组应急措施,包括使用小组、计时器、表扬、积分和小组奖励。一名教师交替使用有声和无声计时器,另一名教师则使用有声计时器。实施 CW-FIT 后,学生完成任务的行为和教师的表扬都有所增加,但使用有声和无声计时器的结果没有显著差异。教师和学生都表示,他们认为该干预措施具有社会有效性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Managing Student Behavior in Middle School Special Education Classrooms: A Single-Subject Study of CW-FIT
Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in special education classrooms is scarce. The purpose of this study was to determine the effectiveness of CW-FIT in two middle school special education math classrooms. Teachers implemented CW-FIT by instructing students in classroom behavior expectations and using a group contingency involving the use of teams, a timer, praise, points, and group rewards. One teacher alternated between using an audible and inaudible timer, while the other used an audible timer. There was an increase in student on-task behavior and teacher praise when CW-FIT was implemented, with no significant difference in outcomes between conditions with an audible versus inaudible timer. Teachers and students indicated that they found the intervention to be socially valid.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Remedial and Special Education
Remedial and Special Education EDUCATION, SPECIAL-
CiteScore
5.70
自引率
8.30%
发文量
28
期刊介绍: Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.
期刊最新文献
Implications of What Works Clearinghouse Guidelines on Single-Case Design: An Investigation of Empty Training Phases Grade Retention: The Role of Speech and Language Disorders, Race and Ethnicity, Sex, Socioeconomic Status, Special Education, and Bilingualism Do I Belong Yet? The Relationship Between Special Education, In-School Suspension, Belonging, and Engagement Participation in Social and Leisure Activities After High School for Autistic Young Adults Interests, Plans, and Hopes for Life After High School From Autistic Young Adults’ Perspectives
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1