Provide additional targeted supports — self-monitoring charts or help cards — for students with significant skill challenges¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Within CW-FIT, teachers select students who continue to struggle after initial game sessions and choose from two supports based on student behavior. "For students who demonstrate attention-seeking behaviors, teachers show students how to monitor and track their own behavior using an individual version of the class point chart on their desks." For students with avoidant behaviors, teachers teach them to request assistance by holding up a help card, with a peer joining a small-group lesson to review and practice the supports.

Design Implications¶

Context¶

Requirements¶

• Teachers receive additional training from the study authors or a CW-FIT coach on implementing these supports

Constraints¶

• In two of the eight contributing studies teachers provided additional targeted supports; in six studies teachers did not provide them

Target Learners¶

• students demonstrating significant challenges demonstrating the target skills

Target Learning Goals¶

• self-management of behavior
• appropriately seeking teacher assistance

Related Strategies¶

• Implement CW-FIT as 30- to 60-minute sessions three to four times per week, fading monitoring and rewards as behavior improves

Examples¶

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Key Sources¶

• What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. (2023, May). Class-Wide Function-Related Intervention Teams (CW-FIT). https://ies.ed.gov/ncee/wwc/InterventionReport/729