Middle school students with social and behavioral concerns need additional support. The current study investigated the effects of class-wide function-related intervention teams adapted for middle school contexts (CW-FIT MS) and self-management (SM) in a sixth-grade reading class. CW-FIT MS was implemented, subsequently, for students with data indicating additional support was needed, a self-management component was added to intensify the intervention (CW-FIT MS w/ SM). A single-subject multiple baseline design was implemented across four student participants, and the on-task student behavior as well as the teacher-student relationship were examined to assess the effects of the intervention. Results indicated improved on-task behavior for three of four students with the implementation of self-management intervention, demonstrating promising maintenance effects. Preliminary data showed an overall improvement in the teacher-student relationship. Both teachers and students reported positive perceptions about the intervention, consistent with earlier findings in CW-FIT MS studies. Limitations and areas for future research are addressed.

有社交和行为问题的中学生需要额外的支持。当前的研究调查了在六年级阅读课中适应中学环境 (CW-FIT MS) 和自我管理 (SM) 的全班级功能相关干预团队的效果。随后实施了 CW-FIT MS，对于数据表明需要额外支持的学生，添加了自我管理组件以加强干预（CW-FIT MS w/SM）。在四名学生参与者中实施了单科目多基线设计，并检查了学生在任务中的行为以及师生关系以评估干预的效果。结果表明，通过实施自我管理干预，四名学生中的三名改善了任务行为，显示出有希望的维护效果。初步数据显示，师生关系全面改善。教师和学生都报告了对干预的积极看法，这与 CW-FIT MS 研究的早期发现一致。解决了未来研究的局限性和领域。