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<p>Research at the Juniper Gardens Children’s Project (JGCP) has demonstrated that students’ rate of growth in academic achievement from classroom instruction is influenced by their engagement in academic behaviors. This contribution to the Special Issue discusses two universal interventions teachers can use to accelerate academic responding and reduce/prevent inappropriate social behavior in the classroom. These are ClassWide Peer Tutoring (CWPT) and ClassWide-Function Related Intervention Teams (CW-FIT). Both use group reinforcement contingencies and peer-mediated instruction procedures to promote increased opportunities to respond to the curriculum and active participation. Both were developed through a program of research involving single case, small group, and randomized control trials over multiple studies and years. Implications are discussed.</p>

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Peer Tutoring and Teams Interventions for School-Aged Students: CWPT and CW-FIT

  • 期刊论文

  • 发表日期：

    2025年3月18日

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  • Howard P. Wills,
  • Debra Kamps,
  • Charles R. Greenwood

摘要

Research at the Juniper Gardens Children’s Project (JGCP) has demonstrated that students’ rate of growth in academic achievement from classroom instruction is influenced by their engagement in academic behaviors. This contribution to the Special Issue discusses two universal interventions teachers can use to accelerate academic responding and reduce/prevent inappropriate social behavior in the classroom. These are ClassWide Peer Tutoring (CWPT) and ClassWide-Function Related Intervention Teams (CW-FIT). Both use group reinforcement contingencies and peer-mediated instruction procedures to promote increased opportunities to respond to the curriculum and active participation. Both were developed through a program of research involving single case, small group, and randomized control trials over multiple studies and years. Implications are discussed.