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Abstract
Disruptive behaviors such as elopement, calling-out, and aggression are often a major barrier to instruction in preschool classrooms. One widely used class-wide behavior management system built around an interdependent group contingency is Class-Wide Functionally-Related Intervention Teams (CW-FIT). To date, the first author has only been able to find one study on CW-FIT in a preschool setting, by Jolstead et al. (2017) which found a therapeutic change in off-task behavior and rates of teacher praise statements and reprimands. The current study used a withdrawal design to evaluate the effectiveness of CW-FIT in a preschool classroom in both large and small group settings on both off-task student behavior and teacher praise and reprimand behavior. Results suggested that the implementation of CW-FIT decreased off-task group behavior in both the large and small group settings. Results for rates of teachers praise and reprimand statements were, however, variable for the two settings. Limitations are also discussed.