Effects of Tier 1 Class-Wide Function-Related Intervention Teams (CW-FIT) on On-task Group Behavior in a Preschool Classroom.
CW-FIT Tier 1 lifts preschoolers’ on-task behavior even when teacher praise is uneven.
01Research in Context
What this study did
The team tested CW-FIT Tier 1 in a preschool classroom. CW-FIT is a group plan that teaches rules, gives team points, and rewards the whole class for staying on task.
They used an ABAB reversal design. On-task behavior was watched during large-group circle and small-group table times.
What they found
On-task behavior rose each time CW-FIT was turned on. Teacher praise and reprimands moved up and down, but the kids still stayed engaged.
How this fits with other research
Kamps et al. (2015) ran the same CW-FIT package in elementary grades with an RCT and saw higher praise and lower reprimands. The new study shows the plan also works for younger kids even when teacher praise is shaky.
García-Villamisar et al. (2017) used CW-FIT in French immersion preschool rooms and got the same lift in on-task behavior. Together, the three papers span regular, bilingual, and preschool settings with the same core steps.
Tanguay et al. (1982) and Davis et al. (1976) taught single preschoolers to talk themselves through work. Those self-instruction plans helped, but CW-FIT reaches the whole class at once and needs less one-to-one time.
Why it matters
If you run circle time or centers, you can roll out CW-FIT tomorrow. Pick two rules, split the class into teams, and hand out points every few minutes. The study shows kids stay on task even if your praise rate dips, so the system keeps working while you build new teaching habits.
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02At a glance
03Original abstract
Disruptive behaviors such as elopement, calling-out, and aggression are often a major barrier to instruction in preschool classrooms. One widely used class-wide behavior management system is Class-Wide Function-Related Intervention Teams (CW-FIT). To date, we could only locate two studies on CW-FIT used in preschool settings which found a therapeutic change in on-task behavior as well rates of teacher praise, teacher reprimands, student socials skills, and student problem behaviors. The current study used a withdrawal design to also evaluate the effectiveness of Tier 1 CW-FIT on on-task student behavior and teacher praise and reprimand behavior in a preschool setting during both large and small group activities. Results suggested that the implementation of the Tier 1 components of CW-FIT increased on-task group behavior in both settings. Results for rates of teacher's praise and reprimand statements were variable.
Behavior modification, 2023 · doi:10.1177/01454455221149334