Abstract
There is a need to adapt research-based behavior management interventions so they have utility for virtual instruction. In this study, we investigated whether Class-Wide Function-Related Intervention Teams (CW-FIT) would increase group engagement for a first-grade inclusive class during virtual reading instruction. Results of the single case ABAB design indicated a functional relation between CW-FIT and increased group engagement. Secondary measures of students’ (a) screen match (i.e., appropriate screen activity) during instruction and (b) attendance did not have clear relations with CW-FIT implementation. Overall, these results suggest behavioral interventions with evidence of effectiveness for increasing engagement during in-person instruction may have similar effects during virtual instruction.
| Original language | English |
|---|---|
| Pages (from-to) | 550-560 |
| Number of pages | 11 |
| Journal | Journal of Special Education Technology |
| Volume | 37 |
| Issue number | 4 |
| DOIs | |
| State | Published - Dec 2022 |
Bibliographical note
Funding Information:The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported in part by an internal grant from the Office of the Vice President for Research at the University of South Carolina.
Publisher Copyright:
© The Author(s) 2022.
Keywords
- behavior management
- group contingency
- virtual instruction
ASJC Scopus subject areas
- Education
- Computer Science Applications