Establishing a Social and Behavioral Context for
Academic Learning
Mindee O’Cummings
Session Agenda
During this session, we will:
• Review strategies to promote positive
behavior and discourage negative
behavior
• Explore ways encourage implementation
of these strategies through the subgrantee
monitoring process
Session Objectives
• Gain an understanding of school/facility,
classroom, and individual strategies
• Consider ways of promoting these, and
other strategies, though subgrantee
monitoring
Relationship Between Context and Academics
Quality
Academic
Instruction
Improved
Student
Achievement
Conducive
Social and
Behavioral
Context
4
Institutionwide/Schoolwide Strategies
Foster communication and collaboration
• A systemwide approach can reduce negative and increase
positive behaviors and social interactions.
• Collaboration and coordination is required among facility
and school leadership, teachers, and other staff.
• Focus is on reinforcing positive behavior rather than using
punitive tactics for disciplinary infractions.
Positive Behavioral Interventions and Supports (PBIS, or PBS) is a research-based
framework that has been used in juvenile justice facilities for implementing schoolwide
systems of behavioral support to help prevent and reduce problem behavior.
For more information, see
http://www.neglected-delinquent.org/nd/resources/spotlight/spotlight200601b.asp
Institutionwide/Schoolwide Strategies
Nurture relationships with colleagues, families, and
students
• Colleagues: Drawing on relationships with colleagues and
behavior experts can be an effective way for teachers to
gain insights and advice about managing classroom
behavior.
• Families: Promoting involvement in learning is essential
and has been identified as the single most important
determinant of success for at-risk children and youth.
• Students: Personal relationships can provide motivation to
the student as well as insight for the teacher.
Institutionwide/Schoolwide Strategies
Learning environment
Learning environment
• Involve the class in developing
encompasses the
physical arrangement of
classroom behavior expectations.
the classroom (seating,
• Promote an environment in which
lighting, layout, posters)
students feel safe, cared for, and
and classroom
management techniques,
respected.
rules, routines and
• Model the classroom behaviors and
regulations
routines.
• Provide ample opportunities for student practice.
• Provide students with immediate feedback for inappropriate
behavior, and give praise for appropriate behavior
7
Classroom Strategies
Teach and reinforce skills to promote appropriate
behavior
• Actively teach students socially and behaviorally
appropriate skills to replace problem behaviors.
• Help students learn how, when, and where to use
these new skills.
• Infuse explicit instruction of positive behavior into the
regular school day to reduce disruptive and
aggressive behavior (e.g., conflict resolution skills,
strategies to manage emotions and impulses, and
effective interpersonal communication skills).
8
Classroom Strategies
9
Individualized Strategies
Consequence
Behavior
Antecedent
10
Resources
NDTAC has published a paper on the conditions for learning that
identifies the powerful social and emotional factors affect
learning.
See http://www.neglected-delinquent.org/nd/resources/spotlight/cflbrief200803.asp
NDTAC has also published an issue brief describing Positive
Behavioral Interventions and Supports (PBIS) and highlighting a
few juvenile justice agencies that are currently implementing it.
See http://www.neglected-delinquent.org/nd/resources/spotlight/spotlight200601b.asp
The following programs, supported by the U.S. Department of
Education, have Web sites that offer evidence-based strategies
for behavior:
Doing What Works, http://dww.ed.gov
Technical Assistance Center on PBIS, www.PBIS.org
11