Comprehensive evidence-based interventions are needed to help early childhood educators manage challenging student behaviors. One such intervention, class-wide function-related intervention teams (CW-FIT), is a multi-tiered behavioral intervention program based on positive behavior support principles, including four main elements: (a) teaching socially appropriate communication skills, (b) using differential reinforcement with an interdependent group contingency, (c) extinguishing or eliminating potential reinforcement for problem behavior, and (d) implementing individual interventions using self-management, help cards, and/or functional assessment. This study implemented CW-FIT with five kindergarten through second grade teachers. Results demonstrated efficacy of the program as early childhood teachers increased their praise rates and decreased their reprimand rates, and students responded with increased on-task behavior and fewer classroom disruptions. Study implications and limitations are addressed.

An estimated 33% of preschool-age children in the United States exhibit challenging behaviors (Rescorla et al., 2011), defined as "any repeated pattern of behavior. .. , that interferes with or is at risk of interfering with optimal learning or engagement in prosocial interactions with peers and adults" (Smith & Fox, 2003, p. 6). Many troublesome behaviors are common among young children, but it is the intensity, frequency, and co-occurrence with other behaviors that distinguish challenging from normal behavior (Campbell, 2002). Without early intervention, challenging behavior in preschool children can evolve into more substantial concerns later in life (Dunlap et al., 2006) and can have a negative effect on the safety and productivity of the learning environment (Carter & Pool, 2012). Teachers need resources to prevent and to extinguish such behaviors (Gilliam, 2005), as well as effective interventions for teaching young children social skills and benefit whole classes and individuals (Dunlap et al., 2006). Positive Behavior Interventions and Supports (PBIS) PBIS is a framework emphasizing the use of praise and reinforcement to support the needs of all students (Sugai et al., 2000). PBIS stresses teaching as the main tool to create comprehensive, durable, and relevant behavior change. Instead of using coercion to modify behavior, PBIS seeks to restructure the learning environment, including teacher behavior. Studies have shown PBIS to be effective in improving individual student behavior as well as the behavior of whole classes (Blair, Fox, & Lentini, 2010; Duda, Dunlap, Fox, Lentini, & Clarke, 2004). Several considerations make implementation of PBIS strategies in early childhood settings uniquely challenging (Frey, Lingo, & Nelson, 2008). Preschools differ from K-12 classrooms in organizational structure, sometimes being part of a larger school environment and sometimes functioning independently. Early childhood educators often receive less training in managing behavior and are less receptive to ideas about rewards and punishments (Frey, Park, Browne-Ferrigno, & Korfhage, 2010). Increased 653226P BIXXX10.

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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.