Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support is an evidence-based framework for preventing or eliminating...

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Bibliographic Details
Published inUpdate : applications of research in music education Vol. 35; no. 3; pp. 23 - 30
Main Authors Caldarella, Paul, Williams, Leslie, Jolstead, Krystine A., Wills, Howard P.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.06.2017
National Association for Music Education
Subjects
At Risk Students
Behavior
Behavior Modification
Classroom management
Classroom Techniques
Elementary School Students
Grade 6
Intervention
Music Education
Music Teachers
Observation
Positive Behavior Supports
Program Effectiveness
Questionnaires
Student Attitudes
Student Behavior
Teacher Attitudes
Teacher Role
Teamwork
Utah
music education
group contingencies
classroom management
positive behavior support
social skills
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ISSN8755-1233
1945-0109
DOI10.1177/8755123315626229

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Summary:Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and reinforcing appropriate social skills. Class-Wide Function-Related Intervention Teams (CW-FIT), a specific positive behavior support intervention involving social skills instruction, positive reinforcement, and group contingencies, has proven effective in elementary schools but has not been evaluated specifically in music classrooms. The present study sought to investigate the effectiveness of CW-FIT in increasing on-task behavior and teacher praise-to-reprimand ratios in a sixth-grade music classroom. A single-subject reversal (ABAB) design was used. Results indicated that student on-task behavior increased when CW-FIT was implemented. Teacher praise-to-reprimand ratios also improved. Results suggest the teacher and the students found CW-FIT valuable and enjoyable. Study limitations and implications are addressed.
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ISSN:8755-1233
1945-0109
DOI:10.1177/8755123315626229