Effectiveness of Simulation Techniques in Teaching Behavior Management

Abstract

This study compared the relative effectiveness of simulated encounters with behavior management problems and the traditional lecture-discussion method in teaching behavior management skills to undergraduate music education majors. More specifically, it investigated whether differential attitude changes, responses to written hypothetical situations, and competencies in handling behavior problems in an actual classroom situation followed simulation treatment procedures, compared to the standard lectures and discussions. Results indicated that both treatments appear to be equally effective. However, when subjects from experimental and control groups were placed in an actual classroom teaching situation, the members of the experimental group functioned more effectively.