Challenging classroom behavior can interfere with learning. Fortunately known, positive, and proactive approaches to behavior management can improve student responding. Class-Wide Function-related Intervention Teams (CW-FIT) have led to improvement in student behavior across elementary and middle school contexts. However, little is known of the impact of the intervention on high school student behavior. This study evaluated CW-FIT’s utility in improving high school student and high school teacher behavior in a co-taught learning environment. A single-subject withdrawal design was used to evaluate improvements in on-task behavior for 14 high school students in one co-taught classroom. The impact on praise and reprimand statements of two high school teachers was also assessed. The findings showed improvement to student and teacher behavior and sustainability of the intervention. Further, teachers and students expressed satisfaction with the intervention and teachers maintained high levels of implementation fidelity. Limitations of the evaluation and areas for future research are presented.

具有挑战性的课堂行为会干扰学习。幸运的是，已知的，积极的和积极主动的行为管理方法可以改善学生的反应。与全班级职能相关的干预团队（CW-FIT）导致了在小学和中学环境下学生行为的改善。但是，对于干预对高中生行为的影响知之甚少。这项研究评估了CW-FIT在共同学习环境中改善高中生和高中教师行为的效用。在一个共同授课的教室中，采用了一个单项退出设计来评估14名高中学生在任务行为方面的改进。还评估了两名中学教师对表扬和谴责声明的影响。调查结果表明，学生和教师的行为有所改善，干预措施可持续。此外，教师和学生对干预表示满意，教师保持了很高的实施忠诚度。介绍了评估的局限性和未来研究的领域。