The Effects Of A Multi-Tiered Behavior Intervention Program Case Study

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Introduction The purpose of this study was to examine the effects of a multi-tiered behavioral intervention program. The program, class-wide function-related intervention teams (CW-FIT), is being implemented in five classrooms ranging from Kindergarten through 2nd grade. Data is collected in controlled and treatment classrooms to see if teacher reprimands decrease while teacher praise increasing in regards to decrease in behaviors problems and increase in on-task behaviors. The researchers also want to know if there are significant differences between controlled and treatment classrooms after CW-FIT is being implemented.
Summary
The data collected was an experiment done in 5 classrooms of a suburban Utah Title I elementary school with a
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As mentioned in the study, behavior problem is listed as the number one concern of teachers. Teachers often question themselves about being prepared well-enough to manage a classroom with behavior problems; sometimes, it can drive a teacher away from their profession due to the lack of being skilled of classroom management practices. However, after reading this study, this CT-FIT program is something I would like to implement into my classroom so that I can be prepared well-enough to handle any inappropriate behaviors. I truly believe that if we don’t focus on the negative behaviors, students will begin to seek attention in a more positive way. For instance, by giving praises, the student could possibly start doing things to get praised instead of …show more content…
As teachers, one of the main jobs we have is to meet the needs of a child. With a child who has a behavioral problem, our job is to help the child learn appropriate methods to get her emotional needs met to decrease the mistaken behaviors possibly caused by the presence of abuse or neglect in a child’s life. As printed in the study, CT-FIT contributes to: (a) teaching appropriate classroom social skills, (b) using praise and group contingency to provide differential reinforcement, (c) eliminating potential reinforcement of problem behavior, and (d) using self-management, help cards, and functional assessment with students when needed. If teachers could implement a program such as this, classroom management would run a lot smoother than having to reprimand a behavior constantly. With the encouragement the whole school, behaviors performed inappropriate could possibly show a decrease in many office visits to the

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