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This study examined Class-Wide FIT (CW-FIT), a classroom-level intervention aligned with Positive Behavioral Interventions and Supports, in a middle school English Language Development classroom serving Latinx English Language Learners (ELLs). Using an ABAB single-subject withdrawal design, we assessed class-wide and individual on-task behavior, teacher praise-to-reprimand ratios, implementation fidelity, and social validity across 12 weeks. CW-FIT was implemented with high fidelity and produced substantial increases in class-wide and individual on-task behavior and teacher praise. Students and teachers rated the intervention positively, supporting its feasibility and potential to promote equitable instructional engagement in linguistically diverse middle school settings.
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Correa et al. (2026) studied this question.
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