Transcript Microsoft Graph 98 Chart

Positive Behavioral Support and
Delinquency Prevention
Carl Liaupsin & C. Michael Nelson
Department of Special Education and
Rehabilitation Counseling
University of Kentucky
Agenda
• The Students and the Problem
• A Model for Delinquency Prevention: PBS
• 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?
• Most adjudicated youth are not
incarcerated!
• Most youth (80%to90%) report having
committed delinquent acts, but few are
apprehended and fewer still are
arrested.
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!
School Contributions to Problem Behavior
 Reactive disciplinary approach
 Lack of teaching about rules, expectations, &
consequences
 Lack of staff consistency
 Failure to consider and accommodate
individual student differences
 Academic failure
(Mayer, 1995; Sugai & Lewis, 1998; Walker, Colvin, & Ramsey,
1996)
Counterproductive Practices in the School
• Quality of instruction for students with behavioral
problems is poor (Carr, Taylor, & Robinson, 1991).
• Teachers tend to lack knowledge of special
education techniques and assume they will be unable
to have an effect on behaviorally challenging
students (Pfannenstiel, 1993)
• Educational settings for students with behavior
problems tend to focus solely on behavior, to the
exclusion of academics (Johns, 1994).
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
Predictable Failures
Students with academic failure and problem
behaviors are far more likely to:
- drop out of school
-
be involved with the corrections system
be single parents
be involved with the social services system
be unemployed
be involved in automobile accidents
use illicit drugs
The Academic-Behavior
Connection
 From 8 AM - 3 PM, students with challenging behaviors fail
7 of every 10 academic trials
 Nearly half of third graders in New York’s high minority
public schools cannot read at all (1996)
 Identified poor readers at fourth grade have a .88 probability
of remaining a poor reader forever (Adams, 1988)
 Schools continue to ignore research on best practice in
reading instruction (Carnine, 1998)
 increase likelihood of behavior problems
Initial Failures Lead to
Challenging Behavior
RISK FACTORS
Poverty
OUTCOMES
School Safety
Issues
Poor
Modeling
School Exclusion
Reading
Deficits
Life-Long
Failure
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)
Poverty Predicts Early Failure
• Children from low income families are far more likely to
have print related deficits (Adams, 1988), lower
vocabulary skills, and lack of familiarity with following
directions (Hart & Risley, 1995)
• Academic problems foster behavior problems
(Maguin & Loeber, 1996)
• The quality of instruction for students with behavioral
problems is poor (Carr, Taylor, & Robinson, 1991)
 Interventions that improve academic performance cooccur with a reduction in the prevalence of delinquency
(Maguin & Loeber, 1996)
Kentucky
Grade Level
CTBS Predictors
R-Square
Grade 3
1. Poverty level
2. Attendance rate
3. Number of expulsions
.400
.432
.456
Grade 6
1. Poverty level
2. Attendance rate
3. Number of suspensions
.458
.546
.555
Grade 9
1. Poverty level
2. Attendance rate
3. Dropout rate
4. Enrollment
.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
Next
• 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
Positive Behavior Support Model
Intensive
Intensive
Individual
Individual
Interventions
Interventions
(1-3%
(1-3%ofofstudents)
students)
Targeted
Classroom and
Small Group Strategies
(7-9% of students)
Universal
School-Wide Systems of Support
(90% of students)
Adapted from George Sugai, 1996
•Clear expectations
•Teach expectations
•Facilitate success
ALL STUDENTS •School-wide data
•Planned and implemented
by all adults in school
•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
•Wraparound planning
•Special Education •Alternative placements
INTENSIVE PREVENTION AND INTERVENTION
Positive Behavior Support Model
and Prevention
Intensive
Intensive
Tertiary
Individual
Individual
Interventions
Interventions
(1-3%
(1-3%ofofstudents)
students)
Targeted
Secondary
Classroom and
Small Group Strategies
(7-9% of students)
Universal
School-Wide Systems of Support
(90% of students)
Primary
Adapted from George Sugai, 1996
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
Academic Skill:
Addition
• Hands and feet to self
or
• Respect others
• 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
61%
To “Average
Hours”
(standardizes data for comparisons)
Student Days: School Suspension
65%
76%
75%
Academics: Baseline - Year 1
CTBS Scores
1997
Baseline
Reading
Language
Math
21
21
26
1998
Baseline
1999
Intervention
%
Change
19
20
20
27
30
30
42%
50%
50%
Summary
• The Problem
• Prevention and Positive Behavioral Supports
• Examples
Acknowledgements
George Sugai
Rob Horner
Ron Nelson
Tim Lewis
Geoff Colvin
Hill Walker
Jeff Sprague
Glen Dunlap
Randy Sprick
Terry Scott
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
Sponsored by The University
of Kentucky and the
Kentucky Dept. of Education
Job Opportunities
Discussion Forums
Behavioral Interventions
Links to Other
Resources
Behavioral Consultation
Legal Information
More . . .
Questions?
Carl J. Liaupsin
[email protected]
C. Michael Nelson
[email protected]
229 Taylor Education Bldg.
University of Kentucky
Lexington, KY 40506
606-257-4713