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

Caldarella, Paul; Williams, Leslie; Jolstead, Krystine A.; Wills, Howard P.

doi:10.1177/8755123315626229

Cited by 17 publications

(23 citation statements)

References 27 publications

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“…However, the fourth-grade teacher’s reprimand rates were higher with CW-FIT; she gave more reprimands during the intervention condition, but she also gave more statements of praise, communicating more with her class concerning their behavior during the intervention phase. In addition, results showed that when CW-FIT was reintroduced following reversal in the second- and third-grade classrooms, reprimand rates tended to increase, similar to results of a CW-FIT study conducted in a music classroom (Caldarella, Williams, Jolstead, & Wills, 2016). It is unclear why reprimand rates tended to be more inconsistent than in other CW-FIT studies, which have shown more predictability (Caldarella et al, 2015; Kamps et al, 2011; Wills et al, 2010).…”

Section: Discussionsupporting

confidence: 66%

Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams

et al. 2017

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Classroom management in dual immersion classrooms includes unique challenges. The teacher must instruct and correct in the L2 language, in which students are beginning learners, and effective classroom management strategies appropriate to the L2 context. Class-Wide Function-Related Intervention Teams (CW-FIT) is a positive classroom management program that teaches social skills and uses group contingencies to improve behavior. The present study examined the ability of French immersion teachers to implement CW-FIT in the L2, including the effects of CW-FIT on teacher praise and reprimand rates and as well as on students' classroom behavior. Social validity was also assessed. A single-subject multiple baseline design with embedded reversals was used to evaluate impact in second-, third-, and fourth-grade dual immersion classrooms. Results indicated that dual immersion teachers were able to implement CW-FIT in L2 with fidelity. The intervention significantly increased teacher praise and improved classroom on-task behavior. Changes in teacher reprimand rates were inconsistent. Students and teachers reported CW-FIT to be socially valid.

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Section: Discussionsupporting

confidence: 66%

Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams

et al. 2017

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“…Previous studies of CW-FIT in elementary grades have consistently shown improved prosocial behavior and reduced disruptive behavior during instruction as well as increased rates of teacher praise and decreased reprimands across age groups and subject areas (Caldarella, Williams, Hansen, & Wills, 2015;Caldarella, Williams, Jolstead, & Wills, 2017;Kamps et al, 2015Kamps et al, , 2011Weeden, Wills, Kottwitz, & Kamps, 2016;Wills, Iwaszuk, Kamps, & Shumate, 2014;Wills et al, 2010). The intervention has also been found to yield high levels of treatment integrity and to be perceived by teachers and students as being socially valid .…”

Section: Review Of Previous Researchmentioning

confidence: 79%

“…Researchers chose dependent variables and measures based on previous CW-FIT studies so results could be compared (Caldarella et al, 2017;Wills et al, 2019Wills et al, , 2016. Data were collected for (a) on-task behavior of all students in the class, (b) on-task behavior of the students identified as at risk for EBD, (c) disruptive behavior of the at-risk students, and (d) teacher praise and reprimand rates.…”

Section: Dependent Variables and Measuresmentioning

confidence: 99%

Managing Student Behavior in the Middle Grades Using Class-wide Function-Related Intervention Teams

et al. 2019

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During the transition from the elementary to middle grades, young adolescents may become increasingly vulnerable for emotional and behavioral problems. Class-Wide Function-Related Intervention Teams for middle level school (CW-FIT MS), the independent variable examined in this study, was developed to improve teaching and learning by fostering student engagement. The study's purpose was to examine the feasibility and effects of CW-FIT MS Tier 1 implementation in nine middle level school classes using a single-subject ABAB withdrawal design. Participants were 234 students in grades 6-8, including 23 identified as at risk for emotional behavioral disorders. Results of CW-FIT MS Tier 1 implementation showed significant improvement in on-task behavior for groups as well as individual target students, increased teacher praise-to-reprimand ratios, and decreased target student disruptions. Outcomes of social validity surveys were consistent with earlier studies. Study findings extend previous results by demonstrating positive intervention effects in novel settings with a greater number of participants. Study limitations and areas for future research are discussed.

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“…Although results of CW-FIT have been positive in general education classrooms, less research has been conducted in nontraditional or specialty classes where behavior has been found to vary (Jason & Kuchay, 1985). CW-FIT has been effective in an elementary music classroom (Caldarella, Williams, Jolstead, & Wills, 2017) during elementary physical education sessions (Hirsch, Healy, Judge, & Lloyd, 2016), and in preschool classrooms (Jolstead et al, 2017). However, investigations of CW-FIT in art classrooms have not occurred, despite art teachers' reports of feeling overwhelmed and unprepared to manage problem behavior.…”

Section: Cw-fitmentioning

confidence: 99%

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

Nelson

Caldarella

Hansen

et al. 2018

Journal of Positive Behavior Interventions

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Disruptive student behavior is a concern for educators (Everston & Weinstein, 2006), commonly recognized as a reason many teachers leave the profession (McKinney, Campbell-WhatelyKea, 2005). Research has demonstrated that 2% to 16% of students exhibit behavior that does not meet teacher expectations, negatively affecting their own and their classmates' education (Hester, 2003). A study of behavioral expectations showed that teachers considered students' self-control and cooperation the most important factors for achieving classroom success (Lane, Givner, & Pierson, 2004). Unfortunately, students who enter school without these skills can struggle socially and academically. Over 30 year ago, Jason and Kuchay (1985) noted that students' behavior differs as educational contexts vary; for example, students often exhibit better behavior in language arts and social studies lessons compared with math. Multifaceted learning opportunities for elementary students include a variety of disciplines and subjects outside their general education classroom, including music, physical education, and art. In addition to the behavioral difficulties common in general education contexts, specialty classes have unique challenges particular to the structure and characteristics of the subjects taught, including different pacing requirements and larger class sizes. For example, music teachers report that student apathy and lack of motivation cause particular stress in their classrooms (Gordon, 2002). More recently, Cothran and Kulinna (2015) found that physical education instructors, who teach in a variety of settings with little structure, frequently have difficulty productively engaging their students. Behavior Problems Specific to Art Instruction Art classes also place students in a specialized learning environment. Susi (1995) explained that environmental differences between art and general education classrooms challenge traditional behavior management models. Instructional models of art education are less predictable than typical classroom methodologies. There is an emphasis on self-expression, as students learn critical thinking skills that enable them to evaluate their own and others' 762744P BIXXX10.

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

Cited by 17 publications

References 27 publications

Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams

Managing Student Behavior in Dual Immersion Classrooms: A Study of Class-Wide Function-Related Intervention Teams

Managing Student Behavior in the Middle Grades Using Class-wide Function-Related Intervention Teams

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

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