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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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
Online AccessGet full text
ISSN8755-1233
1945-0109
DOI10.1177/8755123315626229

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Abstract 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.
AbstractList 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.
Audience Intermediate Grades
Grade 6
Middle Schools
Elementary Education
Author Williams, Leslie
Wills, Howard P.
Caldarella, Paul
Jolstead, Krystine A.
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SubjectTerms 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
Title Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams
URI https://journals.sagepub.com/doi/full/10.1177/8755123315626229
https://www.proquest.com/docview/1931436230
http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1140013
Volume 35
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