Wills Howard, Kamps Debra, Caldarella Paul, Wehby Joseph, Romine Rebecca Swinburne
UNIVERSITY OF KANSAS.
BRIGHAM YOUNG UNIVERSITY.
Elem Sch J. 2018 Sep;119(1):29-51. Epub 2018 Jul 25.
The purpose of the study was to conduct a randomized controlled trial (RCT) to demonstrate efficacy of the Classwide Function-Related Intervention Teams (CW-FIT) program. The study was designed to replicate an initial RCT conducted by the CW-FIT developers in 1 site, with 2 additional research groups not involved in its development. The study was conducted across 3 states, in 21 culturally diverse schools, and with 83 teachers (classrooms) assigned to CW-FIT and 74 teachers (classrooms) assigned to the comparison group. The CW-FIT intervention included teaching prosocial skills and use of differential attention (teacher praise and points) for appropriate behaviors using a group contingency, class teams, goal setting, points, and rewards. Class-wide student on-task behavior improved, teacher praise and attention to appropriate behaviors increased, and reprimands decreased in the CWFIT classes with significantly fewer changes over time for the comparison group.
该研究的目的是进行一项随机对照试验（RCT），以证明全班级功能相关干预小组（CW-FIT）项目的有效性。该研究旨在复制CW-FIT开发者在一个地点进行的初始随机对照试验，另外有两个未参与其开发的研究小组。该研究在三个州的21所文化多元的学校进行，83名教师（班级）被分配到CW-FIT组，74名教师（班级）被分配到对照组。CW-FIT干预措施包括教授亲社会技能，以及使用差别强化（教师表扬和积分）来鼓励适当行为，采用团体应急、班级小组、目标设定、积分和奖励等方式。与对照组相比，随着时间推移变化显著更少，CW-FIT班级中全班级学生的专注行为得到改善，教师对适当行为的表扬和关注增加，训斥减少。
