The effects of the class-wide function-related intervention teams on behaviors of an elementary student with autism spectrum disorder in an inclusive classroom in Taiwan

Yi Chen Wu, Pei Yu Chen, Shin Ping Tsai, Shu Fei Tsai, Yu Chi Chou, Chun Yu Chiu*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

Abstract

In Taiwan, most students with disabilities receive education in an inclusive setting. Literature has documented the effects of interventions in increasing students’ positive behaviors in inclusive settings, including students with disabilities in Western countries; however, effectiveness of such interventions in an Asian context remains unclear. The Class-Wide Function-Related Intervention Teams (CW-FIT) is one of the interventions that applies reinforcement-based strategies and provides multi-tiered supports to students with various severity of challenging behaviors. This study investigates the effects of CW-FIT Tier I (i.e. class-wide intervention) and Tier II (i.e. self-management) on the on-task and disruptive behaviors of a student with Autism Spectrum Disorder in an inclusive elementary classroom in Taiwan. Across nine weeks of intervention, the researchers used a reversal single-case design A-B-C-B-C to demonstrate experimental control over five phases. In addition, the researchers administered interviews and questionnaires to collect social validity data from the teacher and peers’ perceptions toward the intervention. Findings from this study support that the CW-FIT is an effective intervention in increasing a student’s on-task behaviors and decreasing disruptive behaviors in an inclusive classroom in an Asian context. The effect of implementing multiple tiers of CW-FIT was much more effective than implementing solely Tier I (class-wide intervention). The intervention was also well-received by the general education teacher and students.

Original languageEnglish
Pages (from-to)368-377
Number of pages10
JournalInternational Journal of Developmental Disabilities
Volume65
Issue number5
DOIs
Publication statusPublished - 2019 Oct 20

Keywords

  • autism
  • behavioral intervention
  • inclusive education
  • positive behavior support

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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