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Positive Behavioral Support and Delinquency Prevention

Terrance M. Scott, University of Florida Carl J. Liaupsin, University of Arizona Christine Christle, University of Kentucky Kristine Jolivette, University of Kentucky C. Michael Nelson, University of Kentucky

Agenda

• • The Students and the Problem A Model for Delinquency Prevention: Positive Behavior Support • Examples

Labels for youth who manifest patterns of antisocial behavior

• • • Socially maladjusted (exclusion/illogical) Juvenile delinquent (legal term/adjudicated) Juvenile offender (age of majority/committed a legal or status offense) • These labels are not educationally relevant Do not relate to the characteristics or needs of the individuals

Risk Factors

• • • • • • • Ethnic minority status Aggressive, antisocial behavior Difficulties in school School failure (including educational disabilities) Poverty Broken home Inadequate parental supervision • • • • • • Lax or inconsistent parental discipline Coercive family interactions Physical abuse Substance abuse (self or family) Living in a high crime community Criminal or delinquent relatives or peers

Where do you find juvenile offenders?

• • • • General and special education classrooms Alternative schools Day treatment programs Detention or correctional facilities Most Few

How do Schools Respond to Student Behavior Problems?

• • A suburban high school with 1400 pupils reported over 2000 office referrals from Sept. to Feb. of one school year In 1998-99, 74,565 suspensions and 3,603 expulsions were reported in Kentucky schools ZERO TOLERANCE FOR UNDESIRED BEHAVIOR!

Student Interactions with the School

* higher rates of negative interactions with school personnel

regardless of their behavior

* higher rates of punitive consequences than their peers

this tends to make behaviors worse

* lower rates academic engaged time with teacher

perpetuates cycle of problem behavior

(Wehby et al. 1996; Shores et al. 1996)

Ineffective Interventions

Reviews of over studies involving

children with the most challenging behaviors

(Gottfredson, 1997; Lipsky, 1996) indicate 

Counseling

sending problem students to talk to the counselor 

Psychotherapy

sending problem students to talk with psychotherapists 

Punishment

reacting to behavior without facilitating success

Long-Term Predictable Failure

• • • Students with a history of chronic and pervasive behavioral problems and associated academic deficits are more likely to go to jail than to graduate from high school Three years after leaving school, 70% of antisocial youth have been arrested (Walker, Colvin, & Ramsey, 1995) 82% of all crimes are committed by people who have dropped out of school (APA Commission on Youth Violence, 1993)

Initial Failures Lead to Challenging Behavior

RISK FACTORS OUTCOMES

Poverty Poor Modeling Reading Deficits School Safety Issues School Exclusion Life-Long Failure

Grade Level Grade 3 Grade 6 Grade 9

Kentucky

CTBS Predictors 1. Poverty level 2. Attendance rate 3. Number of expulsions 1. Poverty level 2. Attendance rate 3. Number of suspensions 1. Poverty level 2. Attendance rate 3. Dropout rate 4. Enrollment R-Square .400

.432

.456

.458

.546

.555

.521

.628

.646

.655

Illinois

• http://206.166.105.35/designation/indicators.htm

Summary of the Problem

• • •

So Far

Labels & characteristics Ineffective School Responses Need to Predict Problems – – Academic Behavior Connection Poverty predicts failure •

A Model for Prevention: PBS

Prevention of Juvenile Delinquency

• • • Primary Prevention – Prevent initial offending Secondary Prevention – Prevent re-offending Tertiary Prevention – Ameliorate effects of persistent offending

Positive Behavior + Support =

• • Positive behavior—goal is for students to develop a repertoire of appropriate skills that enable them to participate successfully in a broad range of family, school, and community settings.

Support—a continuum of strategies provided at the appropriate level of personalization, given the strengths, needs, and preferences of the student and family.

Positive Behavior Support

• • A broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior An integration of (a) valued outcomes, (b) the science of human behavior, (c) validated procedures, and (d) systems change to enhance quality of life and reduce problem behavior

BIG PBS IDEAS

• • • • • Use what works Build capacity Take responsibility for all students Be proactive Work smarter

•Clear expectations

•

Teach expectations •Facilitate success ALL STUDENTS •Planned and implemented by all adults in school •School-wide data

•

Rules, routines, and physical arrangements UNIVERSAL SYSTEMS •Effective instruction

•

Increased prompts/cues •Pre-correction

•

Key teachers and specialists implement • Functional assessment

•

Effective Interventions •Individuals/small #s TARGETED INTERVENTIONS •Effective instruction

•

Crisis management plans •Special Education •Wraparound planning

•

Alternative placements INTENSIVE PREVENTION AND INTERVENTION

Positive Behavior Support Model Levels of Prevention

Tertiary Secondary Primary

Universal Interventions: Primary Prevention

•

Elements

Rules  agreed upon by team - willing/able to enforce  posted, brief, positively stated Routines  avoid problem contexts, times, groupings, etc.

consistent Arrangements  clear physical boundaries  supervision of all areas

Targeted Interventions Secondary Prevention

Reviews of over studies involving

children with the most challenging behaviors

(Gottfredson, 1997; Lipsky, 1996) indicate 

Social skills training

teach specific skills using effective instruction 

Behaviorally based intervention

effective use of reinforcement/punishment to facilitate success 

Academic curricular restructuring

intensive instruction in reading

Intensive Interventions Tertiary Prevention

• • •

Elements

planning for involvement of community resources as necessary in-depth and continuous assessment from a variety of sources and perspectives write activities into formal plans where necessary (IEP)

Summary of the Model

• • • • • In This Section: Prevention of juvenile offending Positive Behavioral Support Primary/Universal Secondary/Targeted Tertiary/Intensive • Now: Examples

EXAMPLE Teaching Behavior

Behavior:

• •

Peer Relations

Hands and feet to self or Respect others •

Academic Skill: Addition

2+2 = 4

EXAMPLE

Teachable Expectations 1.

Respect Yourself -in the classroom (do your best) -on the playground (follow safety rules) 2.

Respect Others -in the classroom (raise your hand to speak) -in the stairway (single file line) 3.

Respect Property -in the classroom (ask before borrowing) -in the lunchroom (pick up your mess)

Example: KY KIDS Schools Project

 66% reduction in office referrals  64% reduction in suspensions and expulsions

EXAMPLE Harrison School-Wide Objectives

• • • By the end of the year, number of referrals to SAFE will be reduced by at least 30% across all students By the end of the year, number of suspensions will be reduced by at least 30% across all students and minority students By the end of the year, reading scores will increase across each grade and across the school

Time Spent Away from Academics Due to Behavior

776.8 additional instructional hours Convert Data from number of hours (standardizes data for comparisons)

Student Days: School Suspension

65% 76% 75%

Academics: Baseline - Year 1

Reading Language Math CTBS Scores

1997 1998 1999 % Baseline Baseline Intervention Change

21 21 26 19 20 20 27 42% 30 50% 30 50%

OSEP Center for Education, Disabilities, and Juvenile Justice www.edjj.org

• University of Maryland • University of Kentucky • Arizona State University • Eastern Kentucky University • PACER Center • American Institutes of Research

OSEP Center for Positive Behavioral Interventions and Support http:www.pbis.org

• University of Oregon • University of Kentucky • University of Missouri • University of Kansas • University of South Florida