Seven strategies that promote academic and behavioral success

The claim

Positive Behavior Supports (PBS) are effective ways to help students with learning and behavior problems succeed.

The facts

In the previous post, I discussed the relationship between learning and behavior problems and the negative effects these problems have on children in school and in life. With recent trends in assessment, schools and teachers are held accountable for the academic and social success of their students, regardless of their disability. Many schools have found they lack the resources to meet the needs of all students in the inclusive classroom setting.

Still, schools have to demonstrate they are meeting the academic and social needs of their students. They also have to document the ways in which they are implementing these practices effectively and efficiently. According to the Individuals with Disabilities Education Act 2004 (IDEA), the practices that are being used to work with students with academic and behavioral challenges must focus on “scientifically, research-based interventions.” As an alternative, schools have begun to implement the use of Positive Behavior Supports (PBS), both at the school-wide level and at the classroom level.

PBS has been proven to be an effective model that addresses both learning and behavioral challenges in the classroom. The PBS model takes into account that many students often have academic and/or behavioral needs that can be met along a continuum of academic and behavior supports. In this week’s post, I will present the most effective, research-based strategies within the PBS model that are effective at helping teachers work with students who demonstrate learning and behavioral challenges within the general education inclusive classroom.

1. Establish a safe learning environment. Problems with academics and behavioral challenges often occur in environments where students do not feel they can express themselves without fear of being ridiculed. Classrooms should be places where students can share their feelings and knowledge freely. As a result, teachers who establish structured, supportive environments where learning and emotional/behavioral issues can be discussed openly tend to have students who experience higher rates of academic and social success.
2. Use data to assess students’ instructional and behavioral needs. Maintaining records in the classroom occurs naturally when teachers collect students’ work and conduct curriculum-based assessments on a regular basis. These academic records can provide teachers with insights into the specific academic problems a student may be having. Additionally, simple observations of a student’s inappropriate behaviors can also be used to identify the problems he or she may be having. They also provide some insights into why these problems are occurring.
3. Establish clear behavioral and learning expectations. When students know what is expected of them both academically and behaviorally, they are more likely to experience success. Providing clear directions on academic tasks can improve performance on daily classroom tasks and limit common misbehaviors. Similarly, making behavioral expectations clear through the use of posted class rules, established routines, and consistent consequences for misbehavior provide students support for successful behavior.
4. Focus on effective instruction at the appropriate level. Students who struggle academically often misbehave to avoid academic tasks that are too difficult. They learn that they can avoid completing challenging tasks if they act out and are removed from class. This cycle of academic difficulty and behavior problems was presented in last week’s post. Students who are presented with work that is either too hard or is not accompanied by appropriate instructional supports can easily get lost and fall victim to this cycle of behavior. Conversely, students who are presented with work that is too easy may become bored, resulting in challenging behaviors. Knowing students’ instructional levels is key to providing effective classroom instruction. This information can be found through initial assessment and through constant monitoring of student progress.
5. Use continuous progress monitoring to assess students and yourself. Monitoring student progress is key to providing successful academic and behavioral supports in the classroom. One example of progress monitoring that teachers do every day is taking running records of students’ reading fluency. These measures can provide the teacher with detailed information on students’ reading levels, as well as the progress students are making after reading instruction. Behaviorally, teachers can collect data using daily point sheets or behavior logs to determine when and where problem behaviors are occurring and to develop ideas about the function of students’ behaviors. Regardless of the method, teachers who continuously monitor students’ academic and behavioral progress are better able to make informed decisions about the kinds of interventions that can be successful for students.
6. Teachers should continuously monitor and reflect on their own behavior and instruction. It has been proven that progress monitoring is beneficial for students; however, effective teachers do not stop there. Teachers who monitor their own behaviors and instructional practices can lead to student growth academically and socially. Evaluating interactions with students, as well as the ways in which misbehaviors are addressed, can help teachers determine if they are in fact reinforcing inappropriate behaviors or missing some important instructional opportunities for students. Additionally, reflecting on their own instructional practices can often help teachers determine if they are relying too heavily on one instructional method over another (whole class, group, or one-on-one instruction). They can also see if they are setting an appropriate pace of instruction for the class, or providing tasks that are too easy or difficult for specific students. Being aware of one’s own instructional or classroom management style can help reduce or eliminate common classroom academic and behavior problems.
7. Help students become aware of their own behavior and academic problems. When teachers help students become aware of their own academic and behavioral challenges, students increase their ability to learn to monitor their success effectively. It is important for students to understand their own behavioral deficits and to use problem-solving strategies that help them learn to cope with their behaviors. Academically, students who are aware of the challenges they have with learning are better able to advocate for the supports they need to learn, as well as to be successful across learning environments. Awareness of these challenges often leads to better understanding of their own strengths and weaknesses. This leads to opportunities to increase self-monitoring and to better generalize the skills learned within the classroom to outside areas such as home and community.

Conclusion

This week’s claim is fact. The strategies discussed above include the most powerful interventions used in classrooms that have adopted a PBS approach to learning and behavior problems. These strategies have been identified by leaders in the field of Positive Behavior Supports such as Drs. Terry Scott, George Sugai, and Robert Horner through the Positive Behavioral Interventions and Supports Network. The PBIS website offers additional information on the many ways in which PBS models can be implemented within your classroom or school.