Improving Behavior in Middle School Family and Consumer Sciences Classrooms

Disruptive student behaviors impede learning, elevate teacher stress, and are particularly challenging in hybrid, task-switching classrooms such as Family and Consumer Sciences (FCS) foods labs. This study evaluated Class-Wide Function-related Intervention Teams (CW-FIT), a classroom-level positive behavioral intervention and support strategy, in two middle school FCS foods classes taught by a single teacher (N = 66 students) using an ABAB withdrawal design. Trained observers recorded class-wide on-task behavior, teacher praise and reprimand rates, procedural fidelity, and interobserver agreement across baseline, intervention, withdrawal, reintroduction, and maintenance phases. Implementation of CW-FIT produced clear, replicated increases in class-wide on-task behavior (mean increases of approximately 43% and 53% in the first intervention phases for Classrooms 1 and 2, respectively), accompanied by substantial increases in teacher group praise and reductions in reprimands. The teacher implemented CW-FIT with fidelity during intervention phases but used fewer components during maintenance, although elevated praise rates partially persisted. Both teacher and student social validity data indicated strong acceptance of CW-FIT, with students particularly valuing rewards and increased motivation. Findings suggest CW-FIT can be effectively adapted to FCS foods classrooms, improving behavior and teacher practices, though strategies to support sustained fidelity warrant further research.