Transcript Implementing Positive Behavior Support in Juvenile Corrections

Positive Behavior Support in
Juvenile Facilities: Webinar
Mary Magee Quinn, Ph.D.
Principal Research Scientist
American Institutes for Research
Objectives:
• Understand the basic tenants of PBIS and its
potential for use in the Juvenile Justice
system
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Basic description of the components of PBIS
Steps to implement PBIS
Implications for use in Juvenile Justice Systems
Outcome data
Challenges
Advantages
Where to go for more information
Next steps for NDTAC
Positive Behavioral
Interventions & Supports
“PBIS” is a research-based systems
approach designed to enhance the
capacity of schools to…
effectively educate all students, including
students with challenging social behaviors
adopt & sustain the use of effective
instructional practices
(Lewis & Sugai, 1999; Sugai et al., 1999; Sugai & Horner, 1994, 1999)
“School-wide
Positive Behavior Support”
SW-PBS is a whole-school approach
to discipline that includes a broad
range of systemic & individualized
strategies for achieving social &
learning outcomes while preventing
problem behavior with all students.
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
Source: Nelson & Liaupsin, 2005
The Focus is on:
 School as unit of implementation
 Connecting social & academic
achievement
 Team-based leadership
 Investments in capacity building
 Conceptually sound guiding
principles
 Data-based decision-making
 Sustainability of effective practices
Designing School-Wide Systems for Student
Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
1-5%
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Individual or Group
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Steps to Implement PBIS
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Establish a school-wide leadership
Secure administrator support
Secure a commitment from at least
80% of the staff
Conduct self assessment
Create an implementation action plan
Regularly collect and analyze data
Practices and Systems for Schoolwide Positive Behavior Support
• Practices
– Define expectations
– Teach expectations
– Monitor expected
behavior
– Acknowledge
expected behavior
– Correct behavioral
errors (continuum
of consequences)
– Use information for
decision-making
• Systems
– Admin Leadership
– Team-based
implementation
– Defined
commitment
– Allocation of FTE
– Budgeted support
– Development of
decision-driven
information system
– Formal policies
Example of Out of School
Suspensions 2001-2003
45
42
Out of School Suspensions
39
40
35
Aug-97
Aug-98
34
32
Sep-97
28
30
Sep-98
25
Oct-97
23
22
Oct-98
20
Nov-97
13
15
10
10
5
1
Dec-97
8
6
3
5
2
5
2
0
5
Dec-98
Jan-98
Jan-99
Su
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on
Au s
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Se 8
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ct
-9
N 8
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Ap 9
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‘01=243
Nov-98
decrease to ‘02=37
Feb-98
Feb-99
Mar-98
Mar-99
Apr-98
Apr-99
What Does a 74% Decrease in
Referrals Mean?
Administrators and Teachers saved:
 22.07 days of administrative and
teaching time; and
 386.25 days of instructional time.
Why PBIS in JJ? Because We Know….
 To improve the academic success of our
children, we must also improve
their social success.
 Academic and social failures are
reciprocally and inextricably
related.
 About one fourth of “our”
children are in need of special
education services--imperative that we look at
prevention and intervention at the “whole”
school/facility level.
Housing Units
Positive Behavior Support
Systems:
JJS Programs
Facility-wide System
Source: Nelson & Liaupsin, 2005
Designing School-Wide
Support Systems for
Student Success
Universal Interventions
•All settings, all students
•Preventive, proactive
•Provides predictability
•Pre-correction
Source: www.pbis.org
Universal Practices
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Teams – Teachers and Students
Orientation of Youth
Reinforcement System
Social Skill Lessons
Discipline Policy
Professional Development
Targeted/Intensive
Interventions
Targeted Group
Interventions
•Some students
(at-risk)
•Interventions
Social skill instruction
Anger management
Group counseling
Academic tutoring
Intensive, Individual
Interventions
•Individual Students
•Assessment-based
•High Intensity
Functional Behavioral
Assessment
Team-driven intervention
On-going monitoring and
modifications
Targeted/Intensive
Interventions
• Change in Environment
– Gender Specific Floors in school
– Self-Contained Classroom
• More hands-on activities
• Less stimulus/agitation by other youth
• Academic Restructuring
– Curricular Improvements
– Instructional Strategies
• Differentiated instruction—less independent seat-work
• Lesson plans
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What Started the Problem?
80
75
70
65
60
55
50
45
40
35
30
25
20
15
10
5
0
What Caused Disciplinary Action?
120
110
100
90
80
70
60
50
40
30
20
10
0
Illinois Youth Center - Harrisburg
Student Behaviors
700
Nov. 1, 01 to Jan. 31, 02
Number of Infractions
650
600
Nov. 1, 02 to Jan. 31, 03
550
Nov. 1, 04 to Jan. 31, 05
500
450
400
350
300
250
200
150
100
50
0
Minor Infractions
Major Infractions
Reduced Number of
Behavior Referrals
1999-2003

4-year avg. of 11.41
2003-2004
 7.88

31% reduction in ODR
2004-2005
 5.74 (Aug – Jan)
 50% reduction in ODR from 02/03
Restraint Reduction
Avg. No. of Restraints
Skow Restraints
70
60
50
40
30
20
10
0
59
29
20
Pre-SAFE
Year 1
Year 2
Pre & Post SAFE Program
Commitments
 Two-three year focus for sustainable change
 Active administrative support and participation
 Administrative leadership for PBIS teams
 Commitment from staff (80%)
 Ongoing communication and support of staff
 Completion and use of data collection
(discipline and academic data, survey,
checklists)
 Staff participation in ongoing training
Challenges
• Facilitating a change in philosophy
“incarceration should be punitive”
• Facilitating teamwork from staff with
differing goals (education/
treatment/security)
• Disproportional number of
individuals with disabilities
• Failure to systematically collect or
use behavior data for decisionmaking
Changing Philosophy
Consistent consequences vs. modifications &
accommodations
Establishing environments that are naturally reinforcing
(5:1 positive to negative interactions)
Negative consequences are necessary but do not change
behavior
Reacting to behavior and enforcing
rules vs. providing proactive discipline
Empowering youth
Advantages
• Strong results from School implementation
• Excellent preliminary data from
Juvenile Justice
facilities
• Cost of prevention is
cheaper than the
alternative!
Cost/Benefit of PBS in JJ: Hypothesis
Who Has
Standing?
Costs
Benefits
Individual
None
•Increased academic achievement
•Improved social skills
•Improved self esteem
•Decreased length of confinement
•Decreased likelihood of
recidivism
Agency
Training
1 FTE
•Fewer Behavior Reports
•Improved working conditions
•Time savings: staff;
administration; others
•Decreased length of confinement
Society
None
•Better prepared citizens
•Improved quality of life
•Decreased recidivism
Implications
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Policy makers
Facility administrators
Teachers
Security staff
Family members
Youth
More Information
Technical Assistance Center on Positive Behavioral Intervention and
Supports: www.pbis.org
Positive Behavior Support for Youth Involved in Juvenile Corrections: Staff
development satellite broadcast workshop available from Corrections Learning
Network http://cln.esd101.net
National Evaluation and Technical Assistance Center on the Education on Children
and Youth who are Neglected, Delinquent or At-risk: www.neglected-delinquent.org
Coming Soon from NDTAC:
www.neglected-delinquent.org
• Train the Trainers Materials: May 2006