[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594660-105":3,"detail-sidebar-cat-0-en-105":79,"doc-detail-594660-en":129},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":72,"head_meta":74,"extra_data":76,"updated_unix":78},105,"en","the-effects-of-a-class-wide-behavior-intervention-for-students-with-emotional-and-behavioral-disorders","The Effects of a Class-wide Behavior Intervention for Students with Emotional and Behavioral Disorders","","Class-wide interventions show strong evidence for improving behavior in general education, yet they are seldom tested in special education. This study evaluates the Class-wide Function-related Intervention Team (CW-FIT) program, a group contingency approach, targeting six elementary students with emotional and behavioral disorders in a self-contained urban classroom. Using an ABAB design with brief withdrawal phases, CW-FIT was delivered during daily reading and spelling sessions through attending-skill instruction, goal setting with point rewards, and differential reinforcement. Results show increased on-task behavior, more teacher praise, and fewer teacher reprimands.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-effects-of-a-class-wide-behavior-intervention-for-students-with-emotional-and-behavioral-disorders/594660/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":48,"encodingFormat":47,"isAccessibleForFree":49,"interactionStatistic":50},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-effects-of-a-class-wide-behavior-intervention-for-students-with-emotional-and-behavioral-disorders/594660.png","ImageObject",300,407,{"name":42,"@type":43},"Ben ","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":51,"interactionType":52,"userInteractionCount":22},"InteractionCounter",{"@type":53},"ViewAction",{"@type":55,"mainEntity":56},"FAQPage",[57,63,67],{"name":58,"@type":59,"acceptedAnswer":60},"What problem does the study address regarding emotional and behavioral disorders (EBD)?","Question",{"text":61,"@type":62},"Students with EBD often display elevated externalizing and internalizing behaviors, leading to reduced classroom participation and lower academic and social performance. The study targets the need for effective, evidence-based interventions that improve behavior while teaching appropriate classroom conduct.","Answer",{"name":64,"@type":59,"acceptedAnswer":65},"What is the CW-FIT program and how was its class-wide component implemented?",{"text":66,"@type":62},"CW-FIT uses group contingency with differential reinforcement, teaching attending skills, setting goals with points for appropriate behavior, and minimizing social attention to inappropriate behavior. In the study, the class-wide component was delivered during a 20-minute reading and spelling period 1–3 days per week.",{"name":68,"@type":59,"acceptedAnswer":69},"How did CW-FIT affect students’ on-task behavior and teacher responses?",{"text":70,"@type":62},"CW-FIT increased on-task behavior for students with EBD. The change coincided with increased teacher praise and reductions in teacher reprimands.","https://schema.org",{"og:url":32,"og:type":73,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":75,"canonical":32},"index,follow",{"doc_id":77,"site_id":7},594660,1792083782,{"code":4,"msg":80,"data":81},"success",[82,86,90,94,99,104,108,113,118,121,125],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":83,"show_sort_weight":84,"slug":85},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":87,"show_sort_weight":88,"slug":89},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},"Exam",70,"exam",{"id":95,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},5,"Comic",60,"comic",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},6,"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":106,"slug":107},7,40,"healthcare",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},8,"Research & Report",30,"research-report",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},9,"Religion & Spirituality",20,"religion-spirituality",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":119,"show_sort_weight":116,"slug":120},"World Cup","world-cup",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":122,"slug":124},10,"Lifestyle","lifestyle",{"id":126,"doc_module":4,"doc_module_name":25,"category_name":127,"show_sort_weight":95,"slug":128},19,"General","general",{"code":4,"msg":80,"data":130},{"doc_id":77,"user_id":131,"nickname":42,"user_avatar":132,"doc_module":4,"category_id":105,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":114,"language":138,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":12,"update_tm":142,"read_time":143},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Effects of a Class-wide Behavior Intervention for Students with Emotional and Behavioral Disorders  \nMarc Weeden  \nFull Spectrum Behavior Analysis  \nHoward P. Wills  \nJuniper Gardens Children’s Project, University of Kansas  \nEsther Kottwitz  \nKansas City (Kansas) Public Schools  \nDebra Kamps  \nJuniper Gardens Children’s Project, University of Kansas  \nABSTRACT: Class-wide interventions have strong empirical support for improving behavior in general education classes but are rarely tested in special education classes. The present study examined the effects of the Class-wide Function-related Intervention Team (CW-FIT) program, a group contingency intervention, on the on-task behavior of six elementary school children with emotional and behavioral disorders (EBD) in a self-contained, urban classroom. Using an ABAB design with brief withdrawals of the independent variable, the class-wide component of CW-FIT was implemented during a 20-min reading and spelling period 1–3 days per week. Procedures included teaching attending skills, setting a goal and awarding points for appropriate behavior, and providing differential reinforcement. Implementing the class-wide component of CW-FIT resulted in increased on-task behavior for students with EBD, with concomitant increases in teacher praise and reductions in teacher reprimands.  \n▪ It has been estimated that between 3% and 6% of school children have emotional and be‐ havioral disorders (EBD) (Kauffman & Landrum, 2012), with some of these students engaging in severe behavior that has led to their removal from general education and/or special education classrooms and subsequent placement into daytreatment or hospital settings. There are a number of distressing characteristics of individuals with EBD. Children with EBD engage in significantly elevated levels of externalizing (e.g., property destruction, aggression to others, talking out, cursing) and internalizing (e.g., complaining of being hurt or ill, avoiding social interactions) behaviors (King, Heyne,& Ollendick, 2005; Walker, 1997) . As a consequence, students with EBD very often have fewer opportunities than typically developing  \nchildren to participate in classroom activities, observe appropriate classroom behavior, and form friendships with peers. Challenging be‐ havior exhibited by those with EBD often leads to children performing at one or more years below grade level (Cullinan, 2007) . These students often fall further and further behind their peers academically and socially (Payne, Marks, & Bogan, 2007) . This can lead to difficulties maintaining positive relationships with others and, at times, to juvenile delinquency. It is important to point out that students with EBD are 13.3 times more likely to be arrested while in school than those who do not have disabilities (Doren, Bullis, & Benz, 1996) . These data suggest an acute need for effective, evidence-based interventions that remediate undesirable behavior  \nBehavioral Disorders, 42 (1), 285–293 November 2016 / 285  \nwhile simultaneously teaching appropriate classroom behavior.  \nFortunately, there is a growing literature supporting the use of group contingencies to reduce problem behavior and teach appropriate behavior in elementary school classrooms for typically developing children, children with special needs, and those with EBD (e.g., Maggin, Johnson, Chafouleas, Ruberto, & Berggren, 2012; Popkin & Skinner, 2003; Stage & Quiroz, 1997; Theodore, Bray, & Kehle, 2004; Thorne & Kamps, 2008). A group contingency is defined as a consequence being delivered to a group dependent upon the behavior of one member of the group, the behavior of part of a group, or the behavior of all members of the group (Litow & Pumroy, 1975) . In a review of research on group contingencies, Theodore, Bray, Kehle, and DioGuardi (2003) cited 122 studies, with a considerable number (n 5 55) implemented to address disruptive behavior (e.g., KelshawLevering, Sterling-Turner, Henry, & Skinner, 20","cbCaikOAqj0f4IL0","https://ap.wps.com/l/cbCaikOAqj0f4IL0","pdf",165613,"English","# Abstract\n## Background on EBD and intervention need\n## Group contingencies and evidence base\n## CW-FIT program components\n## Study design and outcomes","[{\"question\":\"What problem does the study address regarding emotional and behavioral disorders (EBD)?\",\"answer\":\"Students with EBD often display elevated externalizing and internalizing behaviors, leading to reduced classroom participation and lower academic and social performance. The study targets the need for effective, evidence-based interventions that improve behavior while teaching appropriate classroom conduct.\"},{\"question\":\"What is the CW-FIT program and how was its class-wide component implemented?\",\"answer\":\"CW-FIT uses group contingency with differential reinforcement, teaching attending skills, setting goals with points for appropriate behavior, and minimizing social attention to inappropriate behavior. In the study, the class-wide component was delivered during a 20-minute reading and spelling period 1–3 days per week.\"},{\"question\":\"How did CW-FIT affect students’ on-task behavior and teacher responses?\",\"answer\":\"CW-FIT increased on-task behavior for students with EBD. The change coincided with increased teacher praise and reductions in teacher reprimands.\"}]","The Effects of a Class-wide Behavior Intervention for Students with Emotional and Behavioral Disorders | PDF",1792079581,23]