Disruptive behavior within classrooms is a major concern for teachers and parents. Positive Behavior Interventions and Supports (PBIS) provides a multi-tiered framework for schools to provide supports to students, which are matched to each student's needs. Whereas most students are successful with the school-wide supports provided to all students, approximately 20% of students are likely to require additional supports. Group contingencies have an established basis of support as effective Tier 2 interventions; however, these contingencies vary in a variety of dimensions that may influence their efficacy and acceptability. The purpose of this study was to evaluate the relative impact of four different group contingency types (independent, interdependent, dependent, and randomized) on class-wide appropriate and disruptive student behaviors as well as how implementation of a teacher's preferred contingency may enhance student behavioral outcomes. Three general education teachers and their students participated in the study. All four group contingency types resulted in reduced disruption and increased appropriate behavior across all three classrooms. No patterns of differentiation were observed in any classroom. Teacher preference was assessed with two teachers selecting independent and two teachers selecting dependent contingencies as their preferred reward system. Implementation of the preferred contingency resulted in further improvements in both class-wide behaviors. Some evidence of generalization and maintenance was noted in all three classrooms.

The purpose of this study was to further examine the impact of a teacher-preferred group contingency on class-wide behavior in three general elementary education classrooms when it is used with data-based decision making by classroom teachers. A multiple baseline design across classrooms was used to examine the changes in class-wide disruptive behavior, academic engagement, and academic performance in targeted academic time periods. Data indicated that implementation of the group contingency preferred by the teachers in conjunction with data-based decision making resulted in decreases in disruptive behavior and increases in academic engagement and academic performance across classrooms. In addition, improvement in class-wide behavior was maintained at 1-week follow-up.

The increasing cultural diversity in the United States has brought not only richness, but also complex challenges, to various segments of American society, particularly with regard to public schools. As the student population continues to diversify while teacher population remains predominately White, female, and middle class, teacher awareness in the classroom might be an integral piece to assist students marginalized by stereotypes in feeling more empowered in the school community. Through qualitative data collection and analysis, and framed by Basil Bernstein’s language code theory, this study explored teachers’ perceptions of how classroom interactions, in light of differences in communication, might impact students of different socio-economic backgrounds from the teacher. The findings of this study indicated that the participants expressed a desire to connect with all of their students, regardless of their background. They also discussed challenges that made relationships difficult, such as feelings of disconnect from their Title I students and their families based on differences in home life and background. This dissonance was often difficult for the participants to reconcile due to pressures and difficulties in their teaching situations, such as the large number of students and the scheduling of classes, curricular pressures, and other district expectations such as after-school ensembles. Implications for practicing music teachers and teacher education include ways to understand students’ communities and rethinking ways of approaching relevant terminology in education.