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

2016 ◽  
Vol 35 (3) ◽  
pp. 23-30 ◽  
Author(s):  
Paul Caldarella ◽  
Leslie Williams ◽  
Krystine A. Jolstead ◽  
Howard P. Wills
Keyword(s):  
Social Skills ◽  
Positive Behavior Support ◽  
Challenging Behaviors ◽  
Positive Behavior ◽  
Behavior Support ◽  
Teacher Praise ◽  
Intervention Teams ◽  
Music Classroom ◽  
Task Behavior ◽  
On Task Behavior

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.

Creating Positive Behavior Support Plans for Students with Significant Behavioral Challenges

1998 ◽  
Vol 17 (3-4) ◽  
pp. 27-38 ◽  
Author(s):  
Barbara J. Ayres ◽  
Deborah L. Hedeen
Keyword(s):  
Positive Behavior Support ◽  
Challenging Behaviors ◽  
Essential Elements ◽  
Positive Behavior ◽  
Elementary Student ◽  
Behavior Support ◽  
Behavioral Challenges ◽  
Behavior Support Plans ◽  
Problem Solving Teams ◽  
Support Plan

In this article, a process for creating positive behavior support plans for individual students who have difficult behaviors is described. Challenges facing rural educators are presented along with information on the essential elements of behavior support plans. A case illustrates the process used to create a positive behavior support plan for an elementary student with challenging behaviors. Supports for creating and supporting active problem solving teams in rural schools also are describe.

Implementing Positive Behavior Support in Preschools

2016 ◽  
Vol 19 (1) ◽  
pp. 48-60 ◽  
Author(s):  
Krystine A. Jolstead ◽  
Paul Caldarella ◽  
Blake Hansen ◽  
Byran B. Korth ◽  
Leslie Williams ◽  
...  
Keyword(s):  
Classroom Management ◽  
Challenging Behavior ◽  
Skills Training ◽  
Positive Behavior ◽  
Single Subject ◽  
Student Group ◽  
Teacher Praise ◽  
Task Behavior ◽  
Tier 1 ◽  
On Task Behavior

Challenging behavior in preschool is a serious concern for teachers. Positive behavior interventions and supports (PBIS) have been shown to be effective in reducing such behaviors. Class-Wide Function-Related Intervention Teams (CW-FIT) is a specific multi-tiered intervention for implementing effective classroom management strategies using PBIS practices. CW-FIT has been shown to be effective in elementary classrooms but has not yet been evaluated with younger age groups. CW-FIT Tier 1 is a group contingency utilizing social skills training, teacher praise, and positive reinforcement to improve student behavior. The present study examined the effects of CW-FIT Tier 1 implementation on student group on-task behavior and on teacher praise and reprimand rates in four preschool classrooms. A single-subject delayed multiple baseline design with embedded reversals was used to evaluate impact. Results indicated the intervention increased student group on-task behavior and teacher praise to reprimand ratios. Both teachers and children found CW-FIT Tier 1 to be socially valid. Limitations and implications of this study for researchers and practitioners are discussed.

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