Reexamining the Relationship Between Academic Achievement and Social Behavior

Abstract

Numerous studies have demonstrated the comorbidity of achievement and behavior problems in students identified with learning disabilities and emotional disturbance. The causal basis for this relationship has not been demonstrated, but several theories regarding the association have been posited, and potential benefits related to prevention keep interest in the connection alive. This article briefly reviews the background for original and continuing focus on behavior and achievement and sets the context for it by looking over some of the work that has been done. It also provides an empirical analysis with outcomes that are contrary to most of those previously reported. It presents findings as a base for directing attention to a fundamental goal of positive behavior interventions and supports (i.e., teaching behavior as well as academic skills in efforts to prevent learning problems and failure in school).

Responding to mental health issues in the college classroom

“…Teachers who rate students as having more problematic behaviors also provide students lower ratings in academic competence. However, longitudinal studies in which someone other than the teacher completes the ratings find no causal relationship between social skills and academics (Algozzine et al, 2011). A different interpretation, then, is that "teachers are more likely to rate well-behaved students highly on academic competence and to hold higher expectations of these students" (Algozzine et al, 2011, p. 12).…”

Der Zusammenhang von ADHS, Verhaltensproblemen und Schulerfolg am Beispiel der Grundschulempfehlung

“…Der aktuelle Stand der Forschung zeigt lediglich, dass sich Schüler/ innen mit bestehenden Verhaltensproblemen leistungsmäßig ca. ein bis zwei Jahre unter dem Klassenniveau befinden, die Leistungsprobleme meist bereits in jungen Jahren auftreten und während der gesamten Schullaufbahn bestehen bleiben (Algozzine, Wang, Violette, 2011). Kausale Zusammenhänge können eindeutig nur durch längs-schnittliche Designs geklärt werden, die bislang in diesem Feld nur selten zu finden sind.…”

Greek Teachers' Perceptions on the Effective Strategies and Interventions for Addressing Children with Depression in School Context

“…Prevention of mental disorders and intervention positively affect academic achievement, as children with better developed social, emotional and behavioral skills have better academic outcomes [12].…”