Students are more successful when their teachers employ evidence-based behavior management strategies, including group contingencies. One group contingency, CW-FIT, uses a variety of effective behavior management strategies, including teaching expected behaviors, increasing teacher praise while reducing attention to contextually inappropriate behaviors, and reinforcing students for meeting expectations. CW-FIT has been researched extensively across settings and populations using a variety of research designs. The purpose of this study was to conduct a systematic literature review and meta-analysis of the CW-FIT literature base. Of the 223 records retained for title and abstract review, 31 met all inclusion criteria. Most studies were conducted in elementary schools (64.5%) and in general education settings (64.5%), and the majority of included studies were single-case design (74.2%). The meta-analysis indicated a strong effect of CW-FIT across all student and teacher behaviors when design-comparable effect sizes were combined (g=1.59). The absolute value of effect sizes across outcome domains (i.e., student on-task and disruptive behaviors, teacher praise and reprimands) and units (i.e., classwide, target students, teachers) ranged from g=0.71-2.24. Study quality ratings also suggested CW-FIT meets standards to be an evidence-based practice. Implications for research and practice are also discussed.
Grasley‐Boy et al. (Mon,) studied this question.