The purpose of this study is to evaluate the effectiveness of using background music on the concentration and on-task behavior of students with special needs during independent class assignments. A multiple case study approach is used to gather the data for 8 participants having different cases yet all diagnosed having problems with their concentration and attention span. Four instruments are used to collect data from different resources which are student's files and documents, parent questionnaire, student observation checklist, and student interview. Baseline data is collected for 3 consecutive weeks without music followed by an intervention period of another 3 consecutive weeks where music is played in the background. During the time students are working independently, the researcher filled the behavior charts for every student examining the amount of off-task behavior per minute and the behavior manifested when the student stops working. Results demonstrate that the introduction of music in the background has different effects on the off-task behavior of students. Six out of the eight students have a decrease in their off-task behavior during the administration of music, and two students have a negligible to minor increase in their off-task behavior during the administration of music. In general, the intervention shows that the use of music has positive implications for assignment completion rate.

ABSTRACT: This qualitative action research study investigated the experiences of incorporating different genres of music into the classroom environment during math and journal writing. The three genres of music implemented into the classroom were classical, jazz, and Disney. Eighteen first graders participated in this study conducted at a high-achieving elementary school. Throughout the study, the researcher maintained an organized field log, while conducting and analyzing observations, student work, surveys, and interviews. These data were gathered and compared to show which genre of music produced the best work habits and classroom behaviors. Findings suggest that when any genre of music is incorporated into the classroom, positive peer interactions increase. These interactions created a learning-enriched environment. Analysis revealed that with jazz music, students exhibited diligent work habits. However, classical and Disney music produced more off-task behaviors. Overall, with the implementation of background music, students produced detailed journal writing and achieved proficient scores on math tests.