[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600844-105":59,"doc-detail-600844-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","education-and-treatment-of-children-vol-41-no-1-2018-study-on-cw-fit-group-contingency","EDUCATION AND TREATMENT OF CHILDREN - Vol. 41 - No. 1 - 2018 Study on CW-FIT Group Contingency","","The study examined how the Class-wide Function-related Intervention Teams (CW-FIT) group contingency affected on-task behavior for all students and on-task and disruptive behavior for three nominated target students in an urban first-grade classroom. Using systematic instruction and role-play, the teacher taught skills: gaining attention appropriately, following directions, and ignoring inappropriate peer behavior, then reinforced them through CW-FIT class teams, point awards, and rewards. A reversal design evaluated outcomes. CW-FIT increased on-task behavior and reduced disruption for each target student; both students and the teacher reported high satisfaction.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/education-and-treatment-of-children-vol-41-no-1-2018-study-on-cw-fit-group-contingency/600844/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/education-and-treatment-of-children-vol-41-no-1-2018-study-on-cw-fit-group-contingency/600844.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is CW-FIT and what behavior outcomes does it target?","Question",{"text":112,"@type":113},"CW-FIT is a class-wide interdependent group contingency program targeting students’ on-task behavior while also aiming to reduce disruptive peer behavior.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were behavioral skills taught and reinforced in the study?",{"text":117,"@type":113},"The teacher used direct instruction, modeling, and role-play to teach attention, direction-following, and peer-ignoring skills, then reinforced them via CW-FIT points, team contingencies, and rewards.",{"name":119,"@type":110,"acceptedAnswer":120},"How were the effects of CW-FIT evaluated and what were the results?",{"text":121,"@type":113},"Effects were evaluated in a reversal design. The program increased class and target on-task behavior and reduced disruptive behavior for each target student during intervention, with high satisfaction reported by students and the teacher.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600844,1792113640,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","EDUCATION AND TREATMENT OF CHILDREN Vol. 41, No. 1, 2018  \nThe Effects of the CW-FIT Group Contingency on Class-wide and Individual Behavior in an Urban First Grade Classroom  \nAnna Schmidt Naylor  \nLawrence Public Schools  \nDebra Kamps  \nHoward Wills  \nUniversity of Kansas  \nAbstract  \nThe current study examined the effects of the Class-wide Function-related Intervention Teams (CW-FIT), a class-wide group contingency, on the on-task behavior of all students in a first grade class and the on-task and disruptive behavior of three target students within that class who were nominated by their teacher through a behavioral screening. The classroom teacher used a systematic instruction model (i.e., direct instruction, model, and role-play) to teach three behavioral skills, including (a) gaining the teacher’s attention appropriately, (b) following directions, and (c) ignoring inappropriate peer behavior. These skills were reinforced through use of an interdependent group contingency, the CW-FIT program, incorporating class teams, awarding points, and rewards for meeting point goals. The effects of the intervention on target student and class behavior were evaluated in a reversal design. Results showed the CW-FIT program was effective in increasing the on-task behavior of the class and target students. A reduction in disruptive behavior was also seen for each target student during intervention. Students and teacher reported a high degree of satisfaction with the intervention.  \nKeywords: group contingency, classroom management  \nDiscipline and behavior problems have been identified by teachers  \nand the general public as among the biggest problems facing public schools today (Chafouleas, Volpe, Gresham, & Cook, 2010; Rose &  \nAuthor Note: The research was funded by the Office of Special Education and Rehabilitation Services, Department of Education (H324X010011). Opinions expressed herein are those of the authors and do not necessarily reflect the position of the funding agency. We gratefully acknowledge the participating teacher, students, and families for their time and ongoing support.  \nAddress correspondence to: Debra Kamps, 444 Minnesota Avenue, 3rd floor, Kansas City, [KS 66101. E-mail: dkamps@ku.edu](KS 66101. E-mail: dkamps@ku.edu).  \n2 SCHMIDT NAYLOR et al.  \nGallup, 2005). Numerous organizations, including the American Psychological Association, Center for the Study and Prevention of School Violence, and Center for Positive Behavioral Interventions and Supports, advocate positive and preventative strategies (Horner, Sugai, & Anderson, 2010; Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008). Professionals in the field of special education research also advocate comprehensive strategies and preventative approaches to increase learning and improve behavior, focusing on early screening of children for emotional and behavioral disorders and the development of intervention programs designed to prevent these disorders in at-risk individuals (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008; Walker et al., 1998).  \nClass-wide Function-related Intervention Teams (CW-FIT, Kamps, Wills, Bannister et al., 2015; Kamps et al., 2010; Wills et al., 2010) is a program developed in response to these recommendations and the concerns surrounding problem behavior in schools. CW-FIT is intended as a preventative approach for classrooms in which behavior problems may be more likely to occur, as well as a tool to address problem behaviors that may be ongoing in classrooms. Thus, CW-FIT was designed based on evidence-and research-based interventions to address disruptive student behavior. The program consists of several key components, including (a) teaching specific behavioral skills that may increase appropriate behavior, (b) increasing teacher attention (praise and points) to appropriate behavior, (c) reducing teacher and peer attention for inappropriate behavior, and (d) differentially reinforcing behavioral skills through a token system (po","cbCaim3Wtli7QQc5","https://ap.wps.com/l/cbCaim3Wtli7QQc5","pdf",788987,"English","# Abstract\n# Background and Rationale\n# CW-FIT Program Components\n# Group Contingency Types\n# Prior Evidence and Related Interventions","[{\"question\":\"What is CW-FIT and what behavior outcomes does it target?\",\"answer\":\"CW-FIT is a class-wide interdependent group contingency program targeting students’ on-task behavior while also aiming to reduce disruptive peer behavior.\"},{\"question\":\"How were behavioral skills taught and reinforced in the study?\",\"answer\":\"The teacher used direct instruction, modeling, and role-play to teach attention, direction-following, and peer-ignoring skills, then reinforced them via CW-FIT points, team contingencies, and rewards.\"},{\"question\":\"How were the effects of CW-FIT evaluated and what were the results?\",\"answer\":\"Effects were evaluated in a reversal design. The program increased class and target on-task behavior and reduced disruptive behavior for each target student during intervention, with high satisfaction reported by students and the teacher.\"}]","EDUCATION AND TREATMENT OF CHILDREN - Vol. 41 - No. 1 - 2018 Study on CW-FIT Group Contingency | PDF",1792091493,76]