National PBIS Leadership Forum Hyatt Regency O ’ Hare Rosemont, Illinois October 27, 2011

1. 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

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 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]

4. Relationship between Academics and BehaviorWhat 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.

5. Relationship between Academics and BehaviorWhat 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.

6. Relationship between Academics and BehaviorWhat We Know: Correlation is not causation…[C  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 Behavior:What We Know System Level: An Ounce of Prevention is Worth a Pound of Cure

8. Relationship between Academics and Behavior:What We Know School Level: Identical Twins from Different Mothers Academic Systems Behavior Systems • Tertiary Interventions • Individual Students • Intensive • Correction • Tertiary Interventions • Individual Students • Intensive • Correction 1-5% 1-5% 5-10% 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 80-90% 80-90%

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

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

12. Teaching Academics and Behavior:What We Need To Know Classroom Level: Questions Drive Instruction

13. Teaching Academics and Behavior:What We Do School and Classroom Level: Assessment Drives Instruction Team-Initiated Problem Solving

14. Teaching Academics and Behavior:What We Do School and Classroom Level: Good Teaching is Good Teaching What Does Effective Teaching Look Like?

15. Teaching Academics and Behavior:What We Do School and Classroom Level: Good Teaching is Good Teaching What Does Effective Teaching Look Like?

16. 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.

17. 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.

18. Presentation Questions and Answers

19. 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.