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dc.contributor.advisorNiileksela, Christopher
dc.contributor.authorKitson, Lina
dc.date.accessioned2021-07-25T21:32:42Z
dc.date.available2021-07-25T21:32:42Z
dc.date.issued2020-05-31
dc.date.submitted2020
dc.identifier.otherhttp://dissertations.umi.com/ku:17018
dc.identifier.urihttp://hdl.handle.net/1808/31823
dc.description.abstractProblem behaviors are prevalent in schools and may result in negative effects for the students exhibiting those behaviors, teachers, and other students. Increasing on-task behaviors has been shown to minimize disruptive behaviors. The current study utilized an interdependent group contingency-based intervention, Class-Wide Function-related Intervention Teams (CW-FIT), to increase on-task behavior in elementary classrooms. A concurrent multiple baseline design was used to examine the effects of CW-FIT during whole-group instruction for six at-risk students in three classrooms (kindergarten, first, and third grade). The study examined whether CW-FIT would: 1) increase on-task behaviors of students, 2), increase teacher praise and reduce teacher reprimands, 3) result in improved on-task behavior, praise, and reprimands during times of the day when CW-FIT was not implemented, and 4) increase attendance and classroom engagement, and decrease office discipline referrals. Results showed CW-FIT improved on-task behavior for five out of six at-risk students. The sixth student already demonstrated high on-task behavior before CW-FIT was implemented. Praise rates increased for all teachers, although praise rates decreased over time for two teachers. Few teacher reprimands were observed, so it was not possible to evaluate effects on CW-FIT on reprimands. Insufficient data were available to make strong conclusions on whether the effects of CW-FIT generalized to other parts of the day; however, there was some evidence that on-task behavior improved for at least one student from each classroom when CW-FIT was not being implemented. No significant differences were found in attendance rates before and after CW-FIT was implemented. Self-reported ratings of classroom engagement for all at-risk students improved after CW-FIT. No office discipline referrals were reported across classrooms. CW-FIT was well accepted by students and teachers. Overall, CW-FIT produced an increase in on-task behavior, teacher praise, improved student engagement in the classroom, and the effects may generalize to other parts of the day.
dc.format.extent149 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsCopyright held by the author.
dc.subjectEducational psychology
dc.subjectBehavioral sciences
dc.subjectBehavioral intervention
dc.subjectClass-wide elementary intervention
dc.subjectClass-Wide Function-related Intervention Teams
dc.subjectInterdependent group contingency
dc.subjectOn-task behavior
dc.subjectSingle-subject design
dc.titleTHE EFFECTS, GENERALIZATION, AND INCIDENTAL BENEFITS OF CLASS-WIDE FUNCTION-RELATED INTERVENTION
dc.typeDissertation
dc.contributor.cmtememberLowe, Patricia
dc.contributor.cmtememberReynolds, Matthew
dc.contributor.cmtememberHansen, David
dc.contributor.cmtememberZimmerman, Kathleen
dc.contributor.cmtememberWills, Howard
dc.thesis.degreeDisciplinePsychology & Research in Education
dc.thesis.degreeLevelPh.D.
dc.identifier.orcidhttps://orcid.org/0000-0002-0978-4580en_US
dc.rights.accessrightsopenAccess


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