Teaching Academics AND BEHAVIOR: WHAT COMES FIRST? [Solving the-chicken-or-the-egg Dilemma] Bob Algozzine, amy MCCART, and Steve Goodman

1
Teaching Academics AND BEHAVIORWHAT COMES
FIRST?Solving the-chicken-or-the-egg
DilemmaBob Algozzine, amy MCCART, and Steve
Goodman

• National PBIS Leadership ForumHyatt Regency
  OHare Rosemont, IllinoisOctober 27, 2011

2
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.

3
Relationship between Academics and BehaviorWhat
We Know
Research Level

• 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 childrens 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).

C ? A and B
Correlation is not causation.
4
Relationship between Academics and Behavior What
We Know Correlation is not causationC ? A and
B

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

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.
5
Relationship between Academics and Behavior What
We Know Correlation is not causationC ? A and
B
Research Level and the beat goes on
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.
6
Relationship between Academics and Behavior What
We Know Correlation is not causationC ? A and
B
Research Level and the beat goes on
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.
7
Relationship between Academics and BehaviorWhat
We Know

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

8
Relationship between Academics and BehaviorWhat
We Know

• School Level Identical Twins from Different
  Mothers

1-5
1-5
5-10
5-10
80-90
80-90
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Relationship between Academics and BehaviorWhat
We Know

• School Level Behavior and Reading Improvement
  Center Research

Academic Instruction
Behavior Instruction

• Tertiary Interventions
• Individual Students
• Intensive
• Correction

• Tertiary Interventions
• Individual Students
• Intensive
• Correction

10-20
1-5
20-30
5-10

• Secondary Interventions
• Some Students (At-Risk)
• Targeted
• Remediation

• Secondary Interventions
• Some Students (At-Risk)
• Targeted
• Remediation

• Universal Interventions
• All Students
• School-Wide
• Prevention

• Universal Interventions
• All Students
• School-Wide
• Prevention

50-60
80-90
10
Relationship between Academics and BehaviorWhat
We Know Behavior and Reading Improvement Center
Research
11
Relationship between Academics and BehaviorWhat
We Know Behavior and Reading Improvement Center
Research
12
Teaching Academics and BehaviorWhat We Need To
Know

• Classroom Level Questions Drive Instruction

13
Teaching Academics and BehaviorWhat We Do

• School and Classroom Level Assessment Drives
  Instruction

14
Teaching Academics and BehaviorWhat We Do

• School and Classroom Level Good Teaching is Good
  Teaching

What Does Effective Teaching Look Like?
15
Teaching Academics and BehaviorWhat We Do

• School and Classroom Level Good Teaching is Good
  Teaching

What Does Effective Teaching Look Like?
16
Teaching Academics and BehaviorEvidence from
Practice
Kentucky The 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.  Florida The 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.
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Teaching Academics and BehaviorEvidence from
Practice
Oklahoma Oklahoma 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 Michigans
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
Initiatives process for creating and sustaining
safe and effective schools. Steve Goodman is
Director of Michigan Integrated Behavior and
Learning Support Initiative and PBIS Coordinator.
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Presentation Questions and Answers
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References
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. 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.