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

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  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      8
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R324A120344
    • Education Level:
      Elementary Education
      Grade 6
      Intermediate Grades
      Middle Schools
    • Subject Terms:
      Classroom Techniques; Student Behavior; Elementary School Students; Music Education; Intervention; Teamwork; Positive Behavior Supports; Grade 6; Teacher Role; Program Effectiveness; Teacher Attitudes; Student Attitudes; At Risk Students; Behavior Modification; Observation; Questionnaires
    • Subject Terms:
      Utah
    • Accession Number:
      10.1177/8755123315626229
    • ISSN:
      8755-1233
    • 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.
    • Abstract:
      As Provided
    • Number of References:
      37
    • IES Funded:
      Yes
    • Publication Date:
      2017
    • Accession Number:
      EJ1140013