Effect of class wide function-based intervention teams (CW-FIT) and the good behavior game (GBG) intervention with children in a classroom

Abstract

One common issue with children with developmental disabilities is compliance. In Applied Behavior Analysis (ABA) individualized curriculum is developed for each student. However, Maggin et al. (2012) showed that group contingencies are effective in addressing challenging behavior in general education classroom. Research has been done with using two types of interdependent contingency, Class Wide Function Based Intervention Teams (CWFIT) and Good Behavior Game (GBG). They have each shown their strength in reducing disruptive behavior, but they have not been compared to see which intervention works better when applied alternatively. The purpose of the study is to evaluate the effect of CW-FIT and GBG interventions on disruptive behavior of children in elementary school. The results showed that both the interventions were effective in reducing disruptive behavior. These findings suggested that both interventions work. We did not have a clear finding on praise versus reprimand during baseline, intervention and generalization phase.