Positive behavior interventions and supports (PBIS) improve student behavior. Yet, teachers may not receive adequate training to implement PBIS at the classroom level. This study evaluated class-wide function-related intervention teams (CW-FIT) as a classroom-level behavior management system to determine whether the behavior of middle school students would improve with teacher implementation of CW-FIT. A multiple-baseline across conditions design was used to evaluate changes in on-task behavior of adolescent students in sixth and seventh grade from a socioeconomically and ethnically diverse middle school. In addition, the effects on teacher behavior-specific praise statements and teacher reprimands were assessed. Consistent with previous evaluations of CW-FIT, findings indicated a functional relation between the intervention and increases in on-task student behavior. In addition, the findings also showed improvements to teacher behavior with increases in behavior-specific praise statements; however, no effect was observed with teacher reprimands. Social validity measures indicated students and teachers found the intervention favorable. Implications, limitations, and areas for future inquiry are discussed.

中文翻译：

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CW-FIT对中学学生和教师行为的影响

积极的行为干预和支持（PBIS）可改善学生的行为。但是，教师可能未在课堂上接受足够的培训来实施PBIS。这项研究评估了全班级功能相关干预小组（CW-FIT）作为教室级行为管理系统，以确定随着CW-FIT老师的实施，中学生的行为是否会改善。跨条件设计的多基准用于评估来自社会经济和种族差异的初中六年级和七年级的青少年在任务行为上的变化。此外，评估了对教师行为特定的表扬声明和教师谴责的影响。与之前对CW-FIT的评估一致，研究结果表明干预与学生在职行为的增加之间存在功能关系。此外，研究结果还表明，随着特定行为的表扬陈述的增加，教师行为得到了改善。但是，没有受到老师谴责的影响。社会有效性测验表明，学生和教师认为干预是有利的。讨论了含义，局限性和将来的研究领域。