"From the psychological perspective it is considered that a form to contribute to the explanation of the academic and social behavior is by means of developing contextual strategies that allow establishing the relation between behavior and context. The studies of the academic and social behavior (ASB) have put in clear that the ASB as analysis unit is characterized being bidirectional that varies in function with the physical and social restrictions of the scene with special emphasis in the behavioral transitions. The study of academic and social behavior in different conditions of motivation and school density, in spite of its social relevance had been little analyzed. The works of Legendre (1999) and Lopez, Menez, Paz & Trejo (1999) studies pertinent variables for academic and social behavior of young children. On the other hand, are the motivational models in special the blockade of goals proposed by Schopler and Stockdale (1977) and the model of interruption or discrepancy of Mandler (1991) that have explained the effects of the transitions on the behavior. The present study goes to propose a model that retakes the contextual and motivational variables, in which the academic and social behavior is the dependent variable. Method. Sample of 12 children chosen at random and pertaining to a center of infantile development of the City of Mexico, with an age average of 67 months. Temporary Sampling. Each boy was observed in average twenty-three occasions a daily one, per continuous periods of 15 minutes by sample (total of 275 samples or 69 hours), writing down the sequence of events (Bakeman and Gottman, 1989) by intervals of 5 seconds. Instrument. The observational Registry was used (CIAS), containing the definition of 15 excluding and collectively exhaustive categories mutually. Procedure. The academic and social conducts in the hall class were quantified emitted during the activities programmed by the teacher. The reliability average was of 89%. The score of agreement was 91%, by means of the Kappa coefficient de Cohen, who corrects the agreements by chance. Analysis of data. The categories were analyzed individually. First, the percentage of the academic behavior was determined in order to obtain an indicator of its values in the three levels of density and motivation in the task (low, moderate and high). Second, evidence of the predominant behaviors was obtained and, third these last ones were analyzed to identify if the distraction processes of or interruption were involved in, which produces deficit in the academic behavior. Results. In the three groups, the academic behavior is the one of smaller occurrence (38%), and it is observed that the nonacademic behaviors like "Watching others" (distraction) are the categories that more frequently interrupt the academic activity in conditions of high density, whereas in loss and moderate density the academic activity is interrupted by "conversation" (social interference). The three groups behaved very similar in the emission of negative behaviors (5% occurrence). Discussion and conclusions. In general terms, under conditions of observation of present study, the academic behavior, seems to be highly regulated by opportunities of distraction associated with the reduction of space. On the other hand, the low rates of negative conduct as negative interchanges or game seem to be controlled by the interventions of the educators, more than by the conditions of density. These findings can serve like antecedents important to analyze between interference and distraction, key processes to describe and to explain the high density situations (Santoyo, 2000). "