The 11 academic-educational interventions with content focused directly on student behavior showed greater improvements in participants’ self-regulation than those that did not.

Students who have difficulties regulating their cognitions, emotions, and behaviors, particularly those with limited attention skills, typically struggle with academic challenges and social and behavioral problems. Academic-educational programs that include a clear emphasis on appropriate classroom behavior and reinforce those behaviors consistently create a structure that can support the development of self-regulation. Program components that directly address youth social and behavioral difficulties, particularly when combined with elements emphasizing organizational and academic skills, may benefit youth outcomes in both domains.

A focus on students’ behavioral challenges can have benefits for other students as well since a classroom environment that is free of behavior or disciplinary problems is one in which all students are better able to learn and concentrate on their academic work. Teachers who have fewer distractions can better focus on teaching and student learning when they do not have to spend time managing student behavior or addressing disruptions in their classrooms.

Content and Strategies for Improving Behavior

Teach appropriate classroom behavior, such as taking turns speaking, raising a hand, and contributing to an orderly classroom environment.
Use both positive and negative reinforcements that emphasize appropriate behavior, such as rewards for adhering to group rules.
Incorporate rewards for desirable behaviors, such as small toys, stickers, or a token economy

Assess Feasibility

Program content.
Review and assess the extent to which your program is already focusing directly on student behavior. If there is room for additional content, consider what aspects of behavior are most important (classroom behavior, academic behavior, social behavior) and whether a focus on student behavior can be incorporated into your program. Are there early opportunities to lay out and reinforce rules and expectations for students?
School structure.
For programs that operate during the school year, are there aspects of classroom behavior that could be added to existing school activities? Could behavioral norms be taught as part of other activities?
Staff development.
Do teachers and other staff have the training and support they need to manage classroom behavior and address behavioral challenges? Are there resources available to provide ongoing training and support?
Opportunities to intervene.
Assess when and where the need for behavior management is greatest. Are there specific disruptions that occur frequently? Identify these, including when and where they occur. Are there particular settings or times (e.g., later in the day) in which disruptions are more likely to occur?

Take Action

Consider any of the following courses of action depending on the results of your feasibility assessment:

Make sure that classroom expectations and rules are explained clearly to students. Are they aware of the rules of their class and school?
Reinforce rules and norms with praise, rewards, and recognition for good behavior, as well as consequences for violating group rules.
Model appropriate behavior and provide opportunities for students to demonstrate appropriate behavior.
Incorporate a focus on behavior expectations into the academic curriculum.
Plan for increased focus on addressing disruptions that occur during the program, anticipating likely times to reinforce normative expectations.

Breadcrumb

Emphasize behavior content and strategies

Outcome

Self-Regulation

Intervention Family

Academic-Educational Interventions

Emphasize Appropriate Classroom Behavior

Evidence

Assess Feasibility

Take Action

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