CW-FIT ClassWide Function-based Intervention Teams. Teaching Appropriate Behavior. CW-FIT Components
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1 CW-FIT ClassWide Function-based Intervention Teams Debra Kamps and Howard Wills Juniper Gardens Children s Project University of Kansas Positive Behavior Support Conference Jacksonville, FL March 9 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 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 CW-FIT Components Teaching Appropriate Behavior Teaching Self/Peer Management Class-wide Function-Based Intervention Teams CW-FIT Extinction DRA/ Contingencies 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 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; Mitchem et al., 2 1
2 CW-FIT Game Component Group Contingency Class Teams of 2-5 Students (4 to 6 teams) Teams of 1 (Self-monitoring or as indicated) 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 CW-FIT TEAM POINTS SCHOOL: TEACHER: DATE: GOAL: TEAMS: POINTS: 1. How to gain teacher attention 2. Following directions 3. Ignoring inappropriate behaviors Procedures in General 5% FTE Coach 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 academic time with greatest difficulty 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 2
3 Percent On Task Frequency of Disruptions Percent of Intervals Frequency per minutes Success In Schools 12 public schools in 3 districts, 1 charter school, 1 parochial school Approximately 64 Classes and 42 comparison classes Approximately 1, students Measures % of 3-s intervals on task for groups/teams Frequency of disruptive behaviors (targets) Teacher praise to group and individuals Fidelity ratings Reliability means: on task = 9%+ praise = 9%+; reprimands = 9%+ Class-Wide On Task 4 Praise and Reprimands by Group Pre CW FIT Post Comparison Pre Post CW FIT praise Comp praise CW FIT reprimand Comp reprimand Students with Behavior Risk CW FIT group (n=54) Comparison group (n=3) Baseline CW FIT or Base Students with Behavior Risk CW FIT group (n=54) Comparison group (n=3) Baseline CW FIT or Base 2 3
4 What if the class-wide intervention isn t enough? FBA Self Management/ Help Cards Class-wide Group Contingency Secondary Interventions Self Management Students are placed in their own group Awarded CW-FIT points based on their own behavior Self manage by evaluating their own behavior when the timer goes off Secondary Interventions, cont. Help Cards 1% 8% 1st Grade Ms. S Student: Date: 6% 4% If you use the help card times you will receive. % % A B A B Skill Reviews for Ms. S Targets Following Directions: non-examples based on observations: playing with things in desk, chatting with peer, fidgeting with paper Name: Points: Date: Staying in Seat: non-examples Under desk & playing with things, Going over to back pack, fidgeting Going to shelf to get more paper/pencil Ignoring inappropriate behavior: non-examples Complaining to peer about getting in his space Tossing dice at peer, Putting paper in front of face, laughing w/peer Getting the teacher s attention: non-examples: Talk out answer, ask to go to the bathroom, Tell teacher to give point, Pouting noise or crying for not getting point CW FIT Rules Follow Directions Get teacher attention (wait) Ignore peer behaviors Do your work Total points: Goal: 4
5 Percent Engagement from MM Disruptives Per MM Session Percent of Engagement from MM Disruptives per MM Session 1st grade P's Engagement 1st Grade P's Disruptives st Grade T's On-Task 1 1st Grade T's Disruptives % 8% 6% 4% % % 4th Grade Mr. H A B A B ` Skill Review for Mr. H Following Directions: doing your work - the lesson Math: Model doing the problems on a worksheet Model looking at the board/overhead Using measuring tools to do the problems Non-examples based on Mr. H observations: fidgeting with paper, notes to peers Getting the teacher s attention: raising your hand, waiting for the teacher to call on you Non-examples based on observations: talking out, chatting with peers, calling out answer without waiting for your name to be called, having non-academic conversations 5
6 Percent of Engagement Per MM Disruptives Per MM Session Disruptives Per MM Session 14 4th Grade R's Disruptives th Grade J's Engagement 4th Grade J's Disruptives Consumer Reports Conclusions 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 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 6
7 Limitations Limited reliability probes Ineffective for a small number of students Some teachers need more support Some teachers are opposed to use of rewards Some classes need instructional interventions in addition to classroom management systems 7
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