Effects of the Class-Wide Function-Based Intervention Team “CW-FIT” Group Contingency Program

1. Effects of the Class-Wide Function-Based Intervention Team “CW-FIT” Group Contingency Program Debra Kamps Contributions: Sarah Maas, Kate Petry, Katey Schmidt Juniper Gardens Children’s Project University of Kansas Midwest Symposium for Leadership in Behavior Disorders 2007

2. Class-Wide Function-based Intervention Teams (CW-FIT) • Behavioral intervention to teach appropriate skills and reinforce use through game format • Secondary Level Intervention (3-tiered Positive Behavior Support model) • Designed to: • help students who need more than universal supports • be implemented at the class-wide level • incorporate individualized components • address attention – a common function of problem behavior • be implemented during “problem” times during the day

3. CW-FIT Components Teaching Extinction Class-wide Function-Based Intervention Teams ‘CW-FIT’ Self/Peer Management DRA/ Contingencies

4. Teaching Appropriate Behavior • Direct instruction of skills Define, model, teacher-student and student-student role play, feedback, practice • 3-5 days teaching and practice • Pre-correct at start of instruction • Incidental teaching

5. Class-wide Function-Based Intervention Teams (CW-FIT) Teaching Component • How to gain the teacher’s attention • Following directions • Ignoring inappropriate behaviors • Other optional skill References: Tough Kid Social Skills; Utah State BEST Practices; Skillstreaming Curricula

9. CW-FIT Game Component • Group Contingency Class Teams of 2-5 Students Teams of 1 – Self-monitoring • Token Economy Daily point goal set Points awarded every 2-5 minutes to groups in which all students are displaying behavioral skills at the beep Reward given at end of class to all groups who met goal • Teacher Praise

11. Success In Schools • Four Schools – Thirteen classrooms • Approximately 235 students • Three 5th grade math classes • One K, four 1st , one 2nd, one 3rd • Three middle school classes (one teacher for 2 science classes and 1 religion class)

12. Participants and settings Kansas City, MO Elementary Charter School 423 students Low SES – 94% free and reduced lunch 62% English Language Learners High number of office referrals Three 5th Grade Math Classes Class 1, year 1, teacher w/2 years experience, 16 students Class 2, year 2, beginning teacher, 19 students Class 3, year 2, beginning teacher, 16 students

13. Procedures • Researcher provided demonstration of teaching and CW-FIT game (2-3 sessions) • Teacher assumed management of lessons, pre-corrects, game (points) • Used game on a daily basis during math sessions, rewards extended to every 2nd session

14. Measures • % of 30-s intervals on task for groups/teams • % of 30-s intervals on task for individuals • Duration of engagement for target students • Frequency of disruptive behaviors (targets) • Teacher praise to group and individuals • Fidelity ratings Reliability means: on task = 89%, 92%; praise = 91%, 92%; reprimands = 82%, 90%

15. Procedural Fidelity (CW-FIT) Skills are prominently displayed on posters Pre-corrects on skills at beginning of session Corrections for behavior match to language of skills/PBS Team point chart displayed Daily point goal determined Self-management charts given to individuals Timer set for 1-3 minute intervals (5 minutes if follow-up phase) Points are awarded to individuals/teams for use of the skills Teachers provide specific praise for use of the skills Praise ratio to reprimands approximates 4:1 level Points tallied for teams and winners announced Rewards delivered for winning teams Mean = 88%, range = 67-100% n = 37 probes

16. Procedural Fidelity (management) Directions for class assignments are provided and clear Materials for use are available and location noted for students Transitions are smooth with only minor disruptions Teacher ignores minor inappropriate behaviors 80% of the class remains on task during group lessons 80% of the class remains on task during independent work Teacher monitors academic work and gives feedback Target student # 1 is on task 80% of time Target student # 2 is on task 80% of time Mean = 82%, range = 40-100%, n = 37 probes

17. Results – Mr. L’s Math Class

18. Teacher Behaviors

19. Ms. H’s 5th Grade Class

20. Teacher Behavior

23. On Task for Individual Students

24. Disruptive Behaviors

25. Consumer Reports • Teacher satisfaction • Highly satisfied with results • Spent less time attending to problem behavior • Students were better behaved • Easy to implement • Student Satisfaction • Liked the game • Requested to play it

26. Conclusions • CW FIT improves behavior for many students • CW FIT improves teacher attention to appropriate behaviors and usually reduces reprimands • 1-2 Target students need additional tertiary level intervention • Teachers have generalized use to subsequent school years and additional class periods • Randomized trials with large samples are needed • Functional assessment procedures are needed for tertiary level students “I-FIT” Individualized function based interventions

27. Limitations and Future Research • Limitations: - Limited reliability probes - Ineffective for a small number of students - Some teachers need more support • Future Research: - Randomized clinical trials in multiple urban schools - Tertiary level support – function-based intervention as “add on” to CW-FIT e.g., address peer attention and escape functions - Teacher support – training and feedback