Effects of cW-FIT MS and tootling on engagement of multilingual learners

The rising multilingual learner population across the U.S. warrants closer examination of how evidence—based classroom—level interventions can be used to strengthen their engagement given their unique learning needs. A single—case, alternating treatment design was used to examine the effects of two classroom interventions, CW-FIT MS and Tootling, on student engagement in a 6th grade middle school classroom serving multilingual students. Findings revealed similar positive effects on student engaged behavior, and teacher implementation fidelity was maintained at high levels across the alternating treatments. The teacher also perceived both interventions as usable and feasible with slight favorability toward Tootling. Further findings revealed the critical role of adapting interventions to meet the unique needs of multilingual learners. Practical implications and considerations for future research are outlined.