EDUCATION AND TREATMENT OF CHILDREN - Vol. 37, No. 2 - CW‑FIT: Group Contingency Effects Across the Day

Oct 15, 2026

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Study examines the effects of a class-wide function-related intervention team (CW-FIT) group-contingency approach on student behavior across three academic instructional periods in a first-grade general education classroom. Evidence-based practices are assessed to identify conditions and groups best suited for this intervention. Results show increased on-task behavior and teacher praise after implementation in all periods. For three at-risk students, disruptive behaviors decreased in response to the intervention.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

CW-FIT group-contingency intervention

Rationale for addressing challenging behavior

Study outcomes and implications

EDUCATION AND TREATMENT OF CHILDREN Vol. 37, No. 2, 2014 CW‑FIT: Group Contingency Effects Across the Day Howard P. Wills Wendy M. Iwaszuk Debra Kamps Juniper Gardens Children’s Project, The University of Kansas Emily Shumate Kennedy Krieger Abstract This study explored the effects of a group‑contingency intervention on student behavior across academic instructional periods. Research suggests group contingencies are evidence‑based practices, yet calls for investigation to determine the best conditions and groups suited for this type of intervention. CW‑FIT (Class‑Wide Function‑related Intervention Teams), an interdependent‑group contingency intervention, was implemented in a first grade general education classroom across three academic periods. Results indicate student on‑task behavior and teacher praise increased after intervention in all three settings. In addition, three students identified as at‑risk for problem behaviors decreased disruptive behaviors in response to the intervention. T eaasersmajrateor coisencerngfagemeor theinrtsandtudeissr(uptHairve crisonla, ssroomVannestb, ehavDaviiso, rs& Reynolds, 2012; Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008; Walter, Gouze, & Lim, 2006). These behaviors frequently interfere with teacher instruction and impede academic progress for everyone in the classroom (Chafouleas, Volpe, Gresham, & Cook, 2010; Lane, 2007) . Often these problems serve as early indicators of learning disabilities and social‑emotional/behavioral disorders that place students at risk for school failure (Iacono, Malone, & McGue, 2008; Stingaris & Goodman, 2009; Thomas, Shapiro, DuPaul, Lutz, & Kern, 2011) . In the absence of research‑based interventions these problem behaviors typically increase in intensity and become resistant to treatment over time (McKinney, 1988; Verhulst, Koot, & Berden, 1990; Webster‑Stratton, Reid, & Hammond, 2001) . Thus, teachers need practical classroom‑ This research was supported by grants from the Institute of Education Sciences (R324A070181, R324A120344) . Correspondence to Howard P. Wills, Juniper Gardens Children’s Project, University of Kansas, 444 Minnesota Ave, Kansas City, KS 66101; e‑[mail: hpwills@ku.edu](mail: hpwills@ku.edu) 192 WILLS et al. based interventions to ameliorate problem behaviors for students and increase class‑wide engagement (Simonsen et al., 2008) . Managing challenging student behavior plagues teachers and zero‑tolerance policies create more problems for educators than provide relief. Zero‑tolerance policies, originally designed to address dangerous behaviors such as carrying weapons on school property, now serve to remove students from the classroom for engaging in a wide range of infractions. In an effort to eliminate all undesired student behavior, many school districts employ a zero‑tolerance policy and treat both minor and major infractions alike. Research reveals that zero-tolerance policies not only lead to indiscriminate suspensionsand expulsions, but disproportionately impact students of minority‑ status backgrounds and student who have disabilities (Mendel, 2000; Skiba & Rausch, 2006; U.S. Department of Education, 1997) . Suspension and expulsion in response to students’ challenging or disruptive behavior removes opportunities to learn and places students at greater risk for school failure. Educators find more success in providing students with explicit instruction about classroom rules and behavioral expectations rather than temporarily or permanently removing the student from the learning environment. Research supports the use of a proactive method for addressing behavioral expectations and rules students routinely have difficult following (Colvin, Sugai, Good, & Lee, 1997; Peterson, 2005; Sprick, 2009). These practices allow students who struggle greater opportunity to stay in the classroom and engage in appropriate behavior. While schools need a consistent, systematic response to unsafe and inappropriate

FAQs

What does the CW-FIT group-contingency intervention target in classrooms?

CW-FIT targets students’ behavior during academic instructional periods by using a class-wide, interdependent-group contingency approach. The focus is on increasing on-task behavior and appropriate engagement.

How was CW-FIT implemented in the study?

The intervention was implemented in a first-grade general education classroom across three academic periods. It followed the CW-FIT class-wide function-related intervention team structure.

What results did the study report after the intervention?

After CW-FIT, student on-task behavior and teacher praise increased across all three settings. Disruptive behaviors decreased for three students identified as at-risk for problem behaviors.

Oct 15, 2026

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