The Effects of Positive Behavior Support on on/off-Task Behavior and Social Interaction of Children with Developmental Delays in Inclusive Setting

2015 ◽  
Vol 50 (3) ◽  
pp. 143-168
Author(s):  
Mijum Choi ◽  
◽  
Eunhee Paik ◽  
Keyword(s):  
Social Interaction ◽  
Positive Behavior Support ◽  
Developmental Delays ◽  
Positive Behavior ◽  
Behavior Support ◽  
Task Behavior

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.

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