The relationship between learning problems and behavior problems

The claim

Students can suffer simultaneously from learning and behavior problems.

The facts

Two of the most common problems students have in the classroom relate to learning and behavior. Academic research is producing a growing body of knowledge that looks at students experiencing both problems at the same time (often referred to as comorbidity). This issue can be looked at in two different ways.

The first is to adopt the view that students diagnosed with learning difficulties also have behavior difficulties. Many research studies adopting this view have shown that some students diagnosed with learning disabilities also tend to have some behavior difficulties.

The other way to view the issue is through the perspective that students diagnosed with behavior disorders also have learning difficulties. Research studies adopting this view have shown that most students with behavior problems also suffer from learning disabilities.

Although these views seem similar, the distinction between them is important and should be considered when evaluating this week’s claim.

What, exactly, are behavior problems?

Because this is my first post addressing behavior, I’ll explain what I mean by behavior problems. This definition is adapted from the Individuals with Disabilities Education Act (IDEA):

• Behavior problems are categorized as Serious Emotional Disturbances (SED).
• A condition exhibiting such characteristics over periods of time and severity:
  • Behavior that negatively affects educational performance
  • Inability to learn that cannot be explained by intellectual, sensory, or health factors
  • Inability to start or keep social relationships with peers and teachers
  • Inappropriate behaviors or feelings in normal social situations
  • Common mood of unhappiness or depression
  • Development of fears associated with personal or school problems

These types of behaviors are of serious concern for parents and teachers. Research indicates that students who exhibit these challenging behaviors typically have higher rates of negative interactions with school personnel. As a result of these negative interactions, students unfortunately establish negative reputations as being troublemakers. These students tend to be punished more often and more severely causing their behaviors to become more extreme. Students with these kinds of behavior problems also typically spend less time academically engaged with their teachers. This lack of positive experience in the academic setting has been shown to be extremely detrimental to their academic development.

Research into these issues has identified what can be seen as a cycle of problem behavior and negative academic experiences. Provided below is a visual example of this cycle, called the Academic-Behavior Connection, created by Scott, Nelson, & Liaupsin (2001).

Cycle of problem behaviors and negative academic performance

This graphic illustrates the ongoing cycle of negative experiences between behavior problems and learning difficulties. Challenging behaviors represents the wide variety of behavior issues students have in the classroom. These include issues such as inappropriate speech, anger management, talking out of turn, inability to sit still, etc. Removal from class represents one of the typical repercussions from these types of challenging behaviors. In inclusion classrooms, one of the more common punishments for negative behavior is to take the student out of the class in order to continue teaching the rest of the students. As a result of being removed from class, research has shown these students fall behind academically. When the student is not in the classroom, they are not receiving the information and instruction necessary to keep up with the curriculum and academic expectations.

When students fall behind academically, more and more of the typical classroom assignments students encounter seem to be difficult work. Although a given assignment might not be more difficult than the regular assignments, the students’ lack of preparation results in increased frustration. And as described previously, students faced with work they feel they cannot complete tend to exhibit more challenging behaviors. Therefore, a student who falls into this cycle engages in a series of academic and behavior problems that may continue throughout his or her entire academic career.

Conclusion

This week’s claim is fact. Research has shown that learning problems and behavior problems often coexist. This issue has serious implications for classroom teachers, who need to be aware that students with one of these diagnoses are typically more susceptible to the other.