Students who have poor behavior in the classroom do not
always have poor grades, according to a study on teen behavior and relationships and youth published in an issue of the Journal of Positive Behavior
Interventions.
“Children are not well served when teachers believe that
teaching behavior requires different skills than teaching academics,” said lead
author Algozzine. “Or that teaching academics will magically improve behavior.”
“The take-away message in our work is that children have to
be carefully taught academics and behavior if we want to see evidence of these
accomplishments in school,” said Algozzine.
It was concluded by the
researchers that it is critical not to focus solely on the improvement of
academic or behavior problems in at-risk students, but to emphasize teaching
both behavior and academic skills for these children.
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