Effects of a Behavior Management Strategy, CW-FIT, on High School Student and Teacher Behavior

Speight et al. (2022) tested CW-FIT in one high-school co-taught classroom. CW-FIT is a group-contingency package that teaches expected behavior and rewards the whole class for meeting goals.

The teachers got behavioral-skills training to run the program. The class earned team points when students followed expectations; points bought brief activities like music or games.

Student on-task behavior rose and stayed high. Teacher praise went up while reprimands dropped. Teachers used the plan exactly as written.

When CW-FIT was removed, behavior slipped. When it returned, gains came back, showing the program caused the change.

Slane et al. (2021) reviewed 20 studies and found behavioral-skills training (BST) always helped teachers carry out interventions with fidelity. Speight’s work is one more real-world example that matches the review.

Schmidt et al. (1969) first showed that simple teacher praise plus disapproval cut high-school disruption. CW-FIT builds on that idea by adding group rewards and teaching routines, updating the 1960s work for today’s classrooms.

Shawler et al. (2021) used telehealth BST to train high-school special-ed teachers. Speight used in-person BST in general education. Together they show BST works across delivery styles and settings.

If you co-teach teens, CW-FIT gives you a ready-made plan: teach three expectations, reward the whole class, watch on-task minutes climb. No extra staff or gear needed. Start with one tough period; train your partner in 20 minutes; track points on the whiteboard. You should see smoother lessons within a week.