TEACHING ACADEMICS AND BEHAVIOR:
WHAT COMES FIRST?
[SOLVING THE-CHICKEN-OR-THE-EGG DILEMMA]
BOB ALGOZZINE, AMY MCCART, AND STEVE GOODMAN
National PBIS Leadership Forum
Hyatt Regency O’Hare Rosemont, Illinois
October 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.

Relationship between Academics and Behavior
What We Know
Research Level
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“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).
Correlation is not causation. [C  A and B]
Relationship between Academics and Behavior
What We Know: Correlation is not causation…[C  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.
Relationship between Academics and Behavior
What We Know: Correlation is not causation…[C  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.
Relationship between Academics and Behavior
What We Know: Correlation is not causation…[C  A and B]
Research Level
.42
Reading (Age 5)
Reading (Age 7)
…and the beat goes on…
-.21
-.23
-.27
-.24
Behavior (Age 5)
Behavior (Age 7)
.69
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.
.70
Reading (Year 2)
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.
Reading (Year 3)
-.03
-.12
-.25
-.10
Behavior (Year 2)
Behavior (Year 3)
.72
Relationship between Academics and Behavior:
What We Know
System Level: An Ounce of Prevention is Worth a Pound of Cure
Focus on Conditions of Teaching…Not Conditions of Students.
Prevent
Decrease
worsening and
development of reduce intensity
new problem
of existing
behaviors
problem
behaviors
Eliminate
triggers and
maintainers of
problem
behaviors
Teach, monitor,
and
acknowledge
appropriate
behavior
Relationship between Academics and Behavior:
What We Know
School Level: Identical Twins from Different Mothers
Academic Systems
Tertiary Interventions
 Individual Students
 Intensive
 Correction
1-5%
5-10%
Secondary Interventions
 Some Students (At-Risk)
 Targeted
 Remediation
Universal Interventions
 All Students
 School-Wide
 Prevention
Behavior Systems
80-90%
Tertiary Interventions
 Individual Students
 Intensive
 Correction
1-5%
5-10%
Secondary Interventions
 Some Students (At-Risk)
 Targeted
 Remediation
80-90%
Universal Interventions
 All Students
 School-Wide
 Prevention
Relationship between Academics and Behavior:
What We Know
School Level: Behavior and Reading Improvement Center Research
Academic Instruction
Tertiary Interventions
 Individual Students
 Intensive
 Correction
10-20%
20-30%
Secondary Interventions
 Some Students (At-Risk)
 Targeted
 Remediation
Universal Interventions
 All Students
 School-Wide
 Prevention
Behavior Instruction
50-60%
Tertiary Interventions
 Individual Students
 Intensive
 Correction
1-5%
5-10%
Secondary Interventions
 Some Students (At-Risk)
 Targeted
 Remediation
80-90%
Universal Interventions
 All Students
 School-Wide
 Prevention
Relationship between Academics and Behavior:
What We Know: Behavior and Reading Improvement Center Research
Focus
Academic
Level
I
II
III
Description
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
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 teacherdirected 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.
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.
Reading Mastery Classic
 District-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.
Fidelity
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).
The average treatment fidelity documented across
unannounced observations was 1.20 and was
considered acceptable as evidence that the
intervention was implemented as intended.
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.
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
Focus
Behavior
Level
I
II
III
Description
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.
Social Skills Intervention
 Project-directed targeted behavior interventions including student
contingency contracting, teacher or student self-monitoring systems,
small group social skill instruction, and teacher or student selfevaluation 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.
Functional Behavior Assessment
 Project-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.
Fidelity
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.
The average percentage of completed items across
fidelity checklists was calculated by the
interventionists monthly and ranged from 80% to
100%.
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
Classroom Level: Questions Drive Instruction
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?
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 Intervention
Assess Fidelity
…the beat goes on…
TITANIC
Will it float?
Build it?
Did it float?
…the legend continues…
We need a
bigger boat…
Teaching Academics and Behavior:
Evidence 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.
Teaching Academics and Behavior:
Evidence 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
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
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, 328350.
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.