本研究目的在探討班級層級功能本位介入小組(Class-Wide Function-Based Intervention Teams，簡稱 CW-FIT)方案對提升學前融合班幼兒活動參與度之成效。研究方法採用單一受試研究之A-B-A-B倒返設計，以一所臺北市幼兒園中大混齡融合班全班幼兒作為研究參與對象，研究者為CW-FIT方案的執行者(融合班教師)。自變項為CW-FIT方案，針對第一層級以融合班全班幼兒作為實施對象，先教導活動中的適當行為，再透過團體增強進行介入管理。依變項則為全班幼兒在團體討論以及出汗性大肌肉兩項活動的參與行為、目標幼兒在團體討論的活動參與行為和挑戰行為，以及教師的鼓勵與斥責行為之變化情形。
研究結果顯示CW-FIT對提升學前融合班全班幼兒與目標幼兒的活動參與度有顯著功能關係，且對目標幼兒降低挑戰行為方面在第一層級即達預期成效。在班級活動中，CW-FIT能提升老師的鼓勵行為，並具有維持效果，此外，本研究CW-FIT實施程序亦獲得高的精準度，教師與幼兒對CW-FIT的介入目標、過程和結果等三項社會效度亦給予肯定。

Young children with special needs, such as emotional behavior challenge or high-risk, encounter difficulties in learning and getting along with peers in an inclusive class. A class-wide function-related intervention teams (CW-FIT) program based on PBS (positive behavior support), which escalates from an individual to a classroom, is an intervention with evidenced-based effective strategies. The CW-FIT program is combined the first and second tier interventions program by Howard Will. The CW-FIT program, a first tier intervention program, was designed for contributing to (a) teaching appropriate classroom social skills, (b) using praise and group contingency to provide differential reinforcement, and (c) eliminating the potential reinforcement of the problematic behavior of all students.
The A-B-A-B of single subject design was used in this study to intvestigate the effectiveness of CW-FIT in an inclusive class to improve preschoolers’ engagement behavior. The study was conducted in an inclusive class with 29 mixed-aged young children range from five to six years old in Taipei city. The whole class and one target student were observed in both circle time and physical activity. The engagement behavior was defined increase of appropriate behavioral and decrease of disruptive behavior. The fidelity of procedure and social vadility of the study were collected.
The results of the study are concluded as follows:
1. The CW-FIT program effectively increased the engagement behaviors and reduced the chanllenging behaviors of whole class students and target student in inclusive preschool class. The challenging behaviors of target student reduced to show the immediate and maintainable effect.
2. The CW-FIT program increased the frequency of teacher’s praise for the appropriate behavior of students.
3. Both teachers and students reported high social validity to the aims, processes, and results of CW-FIT program intervention through interview.
4. The study also showed the highest fidelity for the preschool teachers on implementing CW-FIT program in circle time and physical activity. improved engagement behaviors of preschool young children in an inclusive class.

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