Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in special education classrooms is scarce. The purpose of this study was to determine the effectiveness of CW-FIT in two middle school special education math classrooms. Teachers implemented CW-FIT by instructing students in classroom behavior expectations and using a group contingency involving the use of teams, a timer, praise, points, and group rewards. One teacher alternated between using an audible and inaudible timer, while the other used an audible timer. There was an increase in student on-task behavior and teacher praise when CW-FIT was implemented, with no significant difference in outcomes between conditions with an audible versus inaudible timer. Teachers and students indicated that they found the intervention to be socially valid.

中文翻译：

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中学特殊教育课堂学生行为管理：CW-FIT 的单主题研究

教师有责任管理学生的课堂行为。基于证据的课堂管理方法（例如全班功能相关干预小组（CW-FIT））的积极影响已在各种环境中得到证明；然而，关于 CW-FIT 在特殊教育课堂中的功效的研究很少。本研究的目的是确定 CW-FIT 在两所中学特殊教育数学课堂中的有效性。教师通过指导学生课堂行为期望和使用小组应急措施（包括使用团队、计时器、表扬、分数和小组奖励）来实施 CW-FIT。一名教师交替使用有声计时器和无声计时器，而另一位老师则使用有声计时器。实施 CW-FIT 后，学生的完成任务行为和老师的赞扬有所增加，但有声计时器和无声计时器的结果没有显着差异。教师和学生表示，他们发现这种干预措施具有社会有效性。