TEACHING ACADEMICS AND BEHAVIOR:WHAT COMES FIRST?[SOLVING THE-CHICKEN-OR-THE-EGG DILEMMA]BOB ALGOZZINE, AMY MCCART, AND STEVE GOODMAN

National PBIS Leadership ForumHyatt Regency O’Hare Rosemont, IllinoisOctober 27, 2011

Objectives

Provide a brief overview of research addressing the relationship between academic achievement and social behavior and effective practices for teaching academics and behavior.

Share models and evidence of comprehensive systems for improving academic and social behavior outcomes for all students.

Provide an opportunity for question-answer collaboration.

“Nonhandicapped students with greater depressive characteristics were more likely to be hyperactive and less likely to be accepted by their peers. They were also less likely to achieve adequately in reading recognition, reading comprehension, arithmetic, and writing” (Cullinan, Schloss, & Epstein, 1987, p. 96).

“…the poorer the academic performance, the higher the delinquency” (Manguin & Loeber, 1996, p. 246).

“Early learning problems and aggressive behavior have problematic consequences extending far into the life course, and they have been found to be correlated early in children’s schooling” (Kellam, Mayer, Rebok, & Hawkins, 1998, p. 486).

“It is well recognized that children with disabilities exhibit learning and behavioral problems at an early age” (Kamps et al., 2003 p. 212).

“The concomitant relationship between academic underachievement and emotional and behavioral disorders (EBD) is one that has been repeatedly established in research literature” (Wehby, Falk, Barton-Arwood, Lane, & Cooley, 2003, p. 225).

“A critical step in prevention and reduction of behavior problems is helping students with behavior disorders develop academic competence. Unless academic deficits are remediated and these students are successful in their efforts, they will continue to become frustrated, will develop a negative perception of school, and will most likely act out” (Bowen, Jenson, & Clark, 2004; p. 132).

“…U.S. and international literacy campaigns routinely invoke the positive effects of literacy and schooling upon child development, public health, and crime prevention” (Vanderstaay, 2006, p. 331).

Relationship between Academics and BehaviorWhat We Know

[C A and B]Correlation is not causation.

Research Level

Research Level

Causal relationship has not been documented, but the quest continues to capture and motivate the searchers.

Relationship between Academics and Behavior What We Know: Correlation is not causation…[C A and B]

… an “archive” sample” of 7639 students in 14 high schools in Australia…(p. 149).

…although confidence yields the most positive educational outcomes, courage can be considered an educationally effective response in the face or presence of fear (p. 145).

Martin, A. J. (2011). Courage in the classroom: Exploring a new framework predicting academic performance and engagement. School Psychology Review, 26, 145-160.

This study improved upon prior studies by using structural equation modeling to investigate the hypothesized mediating effect of social competence and to account for measurement error. The sample included 1,042 participating students from 23 middle schools.

Wang, M-T. (2009). School climate support for behavioral and psychological adjustment: Testing the mediating effect of social competence. School Psychology Quarterly, 24, 240-251.

Relationship between Academics and Behavior What We Know: Correlation is not causation…[C A and B]

Research Level

…and the beat goes on…

Reading (Age 5)

Behavior (Age 5)

Reading (Age 7)

Behavior (Age 7)

-.23

.69

.42

-.27

-.21

-.24

Reading (Year 2)

Behavior (Year 2)

Reading (Year 3)

Behavior (Year 3)

-.12

.72

.70

-.25

-.03

-.10

Trzesniewski, K. H., Moffitt, T. E., Caspi, A., Taylor, A., & Maughan, B. (2006). Revisiting the association between reading achievement and antisocial behavior: New evidence of an environmental explanation from a twin study. Child Development, 77, 72-88.

Algozzine, B., Wang, C., & Violette, A. S. (2010). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavior Interventions, 13, 3-16.

Relationship between Academics and Behavior What We Know: Correlation is not causation…[C A and B]

Research Level

…and the beat goes on…

System Level: An Ounce of Prevention is Worth a Pound of Cure

Relationship between Academics and Behavior:What We Know

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Relationship between Academics and Behavior:What We Know

School Level: Identical Twins from Different Mothers

Universal Interventions All Students School-Wide Prevention

Tertiary Interventions Individual Students Intensive Correction

Academic Systems

Secondary Interventions Some Students (At-Risk) Targeted Remediation

Behavior Systems

Tertiary Interventions Individual Students Intensive Correction

Secondary Interventions Some Students (At-Risk) Targeted RemediationUniversal

Interventions All Students School-Wide Prevention

10-20% 1-5%

20-30% 5-10%

50-60% 80-90%

Universal Interventions All Students School-Wide Prevention

Tertiary Interventions Individual Students Intensive Correction

Relationship between Academics and Behavior:What We Know

School Level: Behavior and Reading Improvement Center Research

Academic Instruction Behavior Instruction

Secondary Interventions Some Students (At-Risk) Targeted Remediation

Tertiary Interventions Individual Students Intensive Correction

Secondary Interventions Some Students (At-Risk) Targeted RemediationUniversal

Interventions All Students School-Wide Prevention

Focus Level

Description Fidelity

Academic I District-adopted core reading program implemented by classroom teachers with intensive and subsequent ongoing professional development from product consultants.

90 minutes of teacher-directed instructional time per day

30 minutes of independent work time per day

We documented acceptable levels of primary reading instruction (e.g., 90% taught of teachers taught Phonemic Awareness and 82% taught Letter Recognition phase of the lessons; 82% included Independent Work Time during literacy block).

Peer Coaching Fluency Building (PCFB)Project-developed intervention implemented in selected classrooms to support the literacy development of students with diverse learning needs. Students participated in PCFB during the 30 minutes of teacher-directed instructional time assigned to independent work.The intervention took roughly 10-12 minutes to complete once students learned the routine.Classroom teachers used this additional fluency practice at least three times a week.

The average treatment fidelity documented across unannounced observations was 1.20 and was considered acceptable as evidence that the intervention was implemented as intended.

II Practice Court Reading (PCR)Project-developed targeted reading intervention with intensive and ongoing professional development.Students participated during instructional time assigned to independent work.Project-supported classroom assistants or volunteer interventionists provided 30-minute intervention sessions at least three times a week.

Fidelity ranged from a low of 35% to 100%: when translated into Convergent Evidence Scale scores, the range of scores was from 1-5 with a mean of 4.55.

III Reading Mastery ClassicDistrict-adopted intensive reading program with intensive and ongoing professional development.Students participated during instructional time assigned to independent work.Project-supported classroom provided 30- to 45-minute intervention sessions at least three times a week.

The average percentage of completed items across fidelity checklists was calculated by the interventionists and ranged from 80.1% to 100%.

Relationship between Academics and Behavior:What We Know: Behavior and Reading Improvement Center Research

Relationship between Academics and Behavior:What We Know: Behavior and Reading Improvement Center Research

Focus Level Description FidelityBehavior I Behavior Instruction in the Total School (BITS)

Project-developed school-wide behavior support program implemented by classroom teachers with intensive and subsequent ongoing professional development focused on: Shared school-wide beliefs about teaching

behavior. School-wide expectations for appropriate

behavior. Commitment to school-wide systems rather than

people or programs as the basis for sustainable outcomes.

School-wide approach for teaching behavior. School-wide approach for continuous monitoring

and evaluating of behavior instruction. Implemented continuously throughout school day.

We documented school-wide positive behavior support expectations as well as teachers’ use of (a) reinforcement, (b) monitoring of student behavior, (c) appropriate voice tone, and (d) expected correction procedure with 30-minute observations in all classrooms in treatment and control schools at least twice a year. Evidence of these critical features in Control schools was consistently below that for Treatment schools.

II Social Skills InterventionProject-directed targeted behavior interventions including student contingency contracting, teacher or student self-monitoring systems, small group social skill instruction, and teacher or student self-evaluation systems for students identified in need of extra support but not intensive support.Classroom teachers implemented interventions continuously throughout school day with assistance from school-based project staff. Small group intervention was provided 2-3 times a week (30 min/session) by school psychologists and other support staff.

The average percentage of completed items across fidelity checklists was calculated by the interventionists monthly and ranged from 80% to 100%.

III Functional Behavior AssessmentProject-directed intensive behavior including functional behavior assessments, individualized positive behavior support plans, and wrap-around services.These evidence-based practices were implemented by teams of professionals within each school guided by individualized behavior improvement plans; interventionists and details varied with needs of students receiving tertiary instruction.

The average percentage of completed items across fidelity checklists was calculated by the interventionists and ranged from 80% to 100%.

Teaching Academics and Behavior:What We Need To Know

Essential Questions to Ask

Teaching Academics Teaching Behavior

What skills do I want my kindergarten class to know and do…

What skills do I want my kindergarten class to know and do…

What do I want my 9th grade English I students to know and do …

What do I want my 9th grade English I students to know and do …

What skills do my students need to be successful?

What skills do my students need to be successful?

Classroom Level: Questions Drive Instruction

Teaching Academics and Behavior:What We Do

School and Classroom Level: Assessment Drives Instruction

Team-Initiated Problem Solving

Teaching Academics and Behavior:What We Do

School and Classroom Level: Good Teaching is Good Teaching

What Does Effective Teaching Look Like?

Academic Instruction Behavior Instruction

Systematic and Simple

Demonstrate

Demonstrate

Practice

Prove

Teaching Academics and Behavior:What We Do

School and Classroom Level: Good Teaching is Good Teaching

What Does Effective Teaching Look Like?

Identify Learning

Gap

Develop Hypothesis

Implement and Evaluate Solution

Reteach or Move On…

What Who, Where,

When, and WHY

Deliver InterventionAssess Fidelity

…the beat goes on…

We need a bigger boat…

TITANICWill it float?

Build it?Did it float?

…the legend continues…

Teaching Academics and Behavior:Evidence from Practice

KentuckyThe School Research Partnership is a consortium of researchers studying academic and behavioral components of effective instruction and management in school settings. Academic and Behavioral Response to Intervention (ABRI) is structured to provide state-wide access to support with the emphasis on creating an infrastructure toward sustainability and capacity building within schools and educational cooperatives. The project has created a series of training video vignettes demonstrating each of 10 Primary Level instructional strategies in a variety of K-12 classroom contexts in order to provide guidance to educators and administrators. 

FloridaThe Florida Response to Intervention (RtI) website provides a central, comprehensive location for Florida-specific information and resources that promote schoolwide practices to ensure highest possible student achievement in both academic and behavioral pursuits.

Teaching Academics and Behavior:Evidence from Practice

OklahomaOklahoma State Department of Education has been implementing tiered interventions for academics and behavior over the last several years. Amy McCart, Assistant Professor at the University of Kansas worked with teams in Oklahoma to formalize their approach and implement specific strategies for teachers and administrators to integrate their behavioral and academic approaches.

Michigan Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) works with schools to develop a multi-tiered system of support for both reading and behavior; PBIS is a key part of the Initiative’s process for creating and sustaining safe and effective schools. Steve Goodman is Director of Michigan Integrated Behavior and Learning Support Initiative and PBIS Coordinator.

Presentation Questions and Answers

ReferencesAlgozzine, B., Wang, C., & Violette, A. S. (2010). Reexamining the relationship between academic achievement

and social behavior. Journal of Positive Behavior Interventions, 13, 3-16.Bowen, J., Jenson, W.R., & Clark, E. (2004). School-based interventions for students with behavior problems.

New York: Kluwer Academic.Cullinan, D., Schloss, P. J., & Epstein, M. H. (1987). Relative prevalence and correlates of depressive

characteristics among seriously emotionally disturbed and nonhandicapped students. Behavioral Disorders, 12, 90-98.

Kamps, D.M., Wills, H. P., Greenwood, C. R., Thorne, S., Lazo, J. F., Crockett, J. L., Akers, J. M., & Swaggart, B. L. (2003). Curriculum influences on growth in early reading fluency for students with academic and behavioral risks: A descriptive study. Journal of Emotional and Behavioral Disorders, 11, 211-224.

Kellam, S. G., Mayer, L. S., Rebok, G. W., & Hawkins, W. E. (1998). Effects of improving achievement on aggressive behavior and of improving aggressive behavior on achievement through two preventive interventions: An investigation of casual paths. In B. P. Dohrenwend (Ed.), Adversity, stress, and psychopathology (pp. 486-505). New York: Oxford University Press.

Manguin, E., & Loeber, R. (1996). Academic performance and delinquency. In M. Tonry (Ed.), Crime and justice: An annual review of research: Vol. 20 (p. 145-264). Chicago: University of Chicago Press.

Martin, A. J. (2011). Courage in the classroom: Exploring a new framework predicting academic performance and engagement. School Psychology Review, 26, 145-160.

Trzesniewski, K. H., Moffitt, T. E., Caspi, A., Taylor, A., & Maughan, B. (2006). Revisiting the association between reading achievement and antisocial behavior: New evidence of an environmental explanation from a twin study. Child Development, 77, 72-88.

Vanderstaay, S. L. (2006). Learning from longitudinal research in criminology and the health sciences. Reading Research Quarterly, 41, 328-350.

Wang, M-T. (2009). School climate support for behavioral and psychological adjustment: Testing the mediating effect of social competence. School Psychology Quarterly, 24, 240-251.

Wehby, J. H., Falk, K.B., Barton-Arwood, S., Lane, K. L., & Cooley, C. (2003). The impact of comprehensive reading instruction on the academic and social behavior of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11, 225-238.