Transcript Innovative Practices in Juvenile Corrections: Positive

Implementing Positive
Behavior Supports in
Juvenile Corrections
C. Michael Nelson
Suana Wessendorf
David Houchins
Megan McGlynn
Overview
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Rationale for application of Positive
Behavior Support in juvenile corrections
Overview of Positive Behavior Support
Implementation at Iowa Juvenile Home
Issues identified through analysis of focus
group data
Group discussion of issues, strategies
Description of the juvenile justice/positive
behavior support initiative
Why PBS in Juvenile
Corrections?
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Is proving to be an effective and efficient
alternative to harsh, inconsistent, and ineffective
disciplinary methods in public schools
Discipline provided in many juvenile justice
facilities is not any better than in most public
schools--often worse, because of inconsistency
Decisions about disciplinary systems in juvenile
corrections tend not to be linked to data on youth
behavior
What is Positive Behavior
Support?
PBS is a broad range of systemic &
individualized strategies for
achieving important social &
learning outcomes while preventing
problem behavior.
PBIS “Big Idea”
Goal is to establish host
environments that support
adoption & sustain use of
evidence-based practices
(Zins & Ponti, 1990)
Positive Behavior Support
Supporting
Decision
Making
Supporting
Staff Behavior
SYSTEMS
PRACTICES
Supporting
Youth Behavior
DATA
Discipline is….
The actions caregivers take to increase
youth success
(Charles, 1980).
Prevention
Rules,
Routines,
Arrangements
Reaction
Positive and
Negative
Consequences
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
Positive
Behavior Support
Systems in JJS Programs
Housing Units
Facility-wide System
Key word: PREVENTION
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Primary
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Secondary
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Reduce # new cases
Reduce # current cases
Tertiary
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Reduce complications, intensity, severity
of current cases
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Does this model apply to
programs in the JJS?
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Does the proportion of incarcerated youth
who are discipline problems approximate
that found in public schools?
√ ~80%-- 1 or 0 discipline reports per
month
√ 10-15%-- 2-5 per month
√ 1-5%-- multiple discipline reports
Program-Wide Behavior
Support System
Commitment by >80% of program staff to
preventative approach to problem behavior
Preventive program-wide systems of
proactive discipline
1.
2.
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Available to all youth, &
To which >80% of youth respond predictably &
successfully
Program-Wide Positive
Behavior Support System
3.
4.
5.
Facility-wide leadership team to oversee
program-wide PBS & discipline
Administrative support, leadership, &
participation
Data-based decision making
What data are useful for
decision-making?
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USE WHAT YOU HAVE
 Behavior Reports (BRs)
Measure of overall environment. Data are affected
by (a) youth behavior, (b) staff behavior, (c)
administrative context
 An under-estimate of what is really happening
 Collect & analyze # BRs per day per month
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Administrative segregation, detention
Other?
Questions to Drive DataBased Disciplinary Planning
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How many BRs occur
Per day?
Per week?
Per month?
Where do behavior problems occur?
Location
Time of day
Activity
How are incidents distributed among youth?
Focus on Program-Wide
System if:
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More than 35% of youth in the program
receive 1 or more BR
Average number of BRs per youth is
greater than 2.5
Focus on Setting-Specific
Systems if
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More than 35% of BRs come from a
particular setting (recreation area,
lunchroom, classrooms, living units)
More than 15% of youth who receive a BR
are referred from a particular setting or
settings.
Focus on Individual Student
Systems
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Targeted Group Interventions
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If 10 or more youth have 10+ BRs
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Example (daily check-in, check-out)
Intensive Individual Interventions
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Youth with multiple needs
Intense, individualized support
 Wrap Around
 Personal Futures Planning
 Functional Assessment
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All Staff Agree to
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A consistent set of rules for youth behavior
Consistent routines, especially for problem
areas
Alter physical arrangements associated
with problem areas
Teach and Reinforce
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Rules, expectations, and routines across all
settings
Reward compliance
Treat misbehavior as an error--emphasize
correction over punishment
Pre-correct--teach routines to prevent problem
behaviors in settings where they are likely to
occur
Emphasize the Positive
Increase ratio of positive to negative staff to
youth interactions
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At least 4 to 1
Positive event/interaction every 5 minutes
Follow correction for rule violation with
positive reinforcer for rule following
The Iowa Behavioral Alliance:
A Coalition of Partners to
Improve Behavior and
Learning for Students
Suana Wessendorf
Iowa Department of Education
Iowa Behavioral
Alliance
Three Primary Aims
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All Iowa children and youth are healthy and socially
competent.
All Iowa children and youth succeed in school, and are
prepared for productive adulthood, and
All youth have the benefit of safe and supportive
families, schools and communities.
Cross-cutting Dimensions
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Multicultural Considerations
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Comprehensive Professional
Development
Iowa Behavioral Alliance
(Initial Partners)
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Drake University
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Iowa State University
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(School of Education and Resource Center)
(Special Education, Early Childhood, RISE,
4-H Youth Development)
Iowa Federation of Families for
Children’s Mental Health
Iowa Behavioral Alliance
(Additional Partners, in part!)
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RRTC (U. of Oregon)
Parent Training Information Center
Urban Education Network
Area Education Agencies
Iowa Department of Education
Others (SAI, ISEA, IASB)
Three Components of the
Project
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Positive Behavior Support
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Mental Health for Children
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Dropout Prevention
PBS Outcomes
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PBS implementation in 42 sites
Inclusion of families and communities
in each site
Awareness of PBS on broad scale
Expansion district-wide in 8 sites
(model/demonstration)
Evaluation efforts (SWIS, SET)
Iowa Juvenile Home
Craig Rosen
Toledo, IA 52342
Principal
(641) 484-2560
[email protected]
A Philosophy for education and treatment
Needs of Juvenile Population
Determine Implementation Focus
Youth at Iowa Juvenile Home:
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greater need for specialized and more intensive
individualized programming.
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Most students in the red part of the triangle are
operating under escape motivated behaviors.
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157% population turn over in 03/04—Average
population was 94; Total students served was
221
Data decision model used at the Iowa
Juvenile Home
Primary Support—0-1 Class Removal
(Green portion of triangle)
Secondary Support—2-5 Class Removals
(Yellow portion of triangle)
Tertiary Support—6+ Class Removals
(Red Portion of Triangle)
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Tertiary Prevention:
-Level III Services
-3:1 Student to teacher ratio
-Functional Behavior
Assessments
-Highest level of
supervision and security
Continuum of
School-Wide
Positive Behavior
Supports
IJH
Primary Prevention:
-General Education
-8:1 Student to teacher ratio
-School-Wide PBS
-Problem Solving Process
-AEA Support Services
-Vocational Programs
Staff, & Settings
~46%
Tertiary
Prevention
Secondary Prevention:
-Level II Services
-5:1 Student to teacher
ratio
-Limited integration into
general education
classes
-Targeted Interventions
32%
~ 25%
Secondary
Prevention
~29%
Primary Prevention
Primary Prevention:
-Level I Services
-8:1 Student to
teacher ratio
-School-Wide PBS
-Paraprofessional
support
Alternative Clinical Setting for
Females
Created a more structured environment in the
clinical department for 4-6 females.
Program was implemented in March 03
This data shows a 46% reduction in restraints
over a twelve-month period.
Reduction of 15 hours per month for one staff to
be involved in a restraint. (Most restraints
involve 2 or more people.)
Class Removals
Sheena's Class Removals
30
25
20
15
10
5
0
23
16
12
10
7
2
1
2
3
4
Month
5
6
Alternative Classroom for Males
Created a more structured environment for 46 male students.
Program was implemented at the end of
December 03.
Data shows a 37% reduction in males being
removed from class over a 3-month period.
All students are doing better academically
Male Class Removals Per Day Per Month
(Oct 03 - March 04)
7
CLass Removals
6
6.53
5.78
5
3.86
4
3.7
3.15
3.3
Feb. 04
Mar. 04
3
2
1
0
Oct. 03
Nov. 03
Dec. 03
Jan. 04
Month
Skow Cottage Restraint Data
Average Number of Restraints
60
53
50
40
29
30
20
10
0
1
2
Pre - Post SAFE Program
The Ecological Congruence of PBS in JJ
Settings: Conceptualizations from the
Field
David Houchins
Georgia State University
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Methodology
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Constant comparative design
Ecological
Congruence
Houchins & Jolivette
Ecological Congruence
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Issues related to…
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Changing from a correctional model
Using reinforcers that might be contraband
Working with security personnel
Training personnel who work around the clock
Ecological Congruence
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“These concepts (PBS) don’t seem to be alien concepts to
what you have been doing. A major barrier is when the state
imposes a rigid correctional model as the expectation.”
(administrators)
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“Barrier is communicating and coordinating across staff in the
cottage or between cottages and school. Night staff may still
operate under a control model. It would be good if night staff
could participate with our group. Kids need to work on their
relationships with night staff.” (clinical staff)
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“In some settings identifying reinforcers that are not
contraband may be a challenge. Don’t overlook some fairly
basic objects (greeting cards). Non-tangibles can also be
important such as time with staff.” (administrators)
Ecological
Congruence
Role Clarity
Houchins & Jolivette
Role Clarity
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Issues related to…
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Being ambiguous about role
Being conflicted about power
Working with the interventionist
Handling conflicting policies
Role Clarity
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“Issues of power. In the long-run kids are more
involved. You really aren’t giving up power you are
gaining.” (clinical staff)
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“Some ambiguity in how we are operating.”
(teachers)
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“We are putting up with some things we didn’t
tolerate before.” (teachers)
Ecological
Congruence
Role Clarity
Philosophical shift
& agreement
Houchins & Jolivette
Philosophical Shift and
Agreement
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Issues related to…
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Changing overall philosophy
Being in the middle of the change process
Making PBS “natural”
Being conflicted when the old system is
quicker and easier for addressing student
behavior
Incorporating other models into a PBS model
Philosophical Shift and
Agreement
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“Moving away from an “I gotcha model.” (administrators)
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“In our unit we had to change our philosophy in how we
approach the children. How do we change so we don’t overly
focus on the history of what has happened? How do we look at
the positive qualities, not just the problems…? One of the most
difficult sells here is the perception of some that we are not
holding students accountable for behavior.” (clinical staff)
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“As you make the shift you have people who want to work in
strength based in times of crisis we revert to control.”
(administrators)
Philosophical Shift and
Agreement
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“We have identified kids with unique needs and
programmed accordingly. We used to be compliance
oriented. Now we are looking at what is happening
and using skills such as teaching and coaching. The
whole milieu has changed to how can I help rather
than how can I catch you at what you are doing
wrong.” (clinical staff)
“It is hard for us to give up old ways.”
(teachers)
Ecological
Congruence
Role Clarity
Philosophical shift
& agreement
Houchins & Jolivette
Cache of
proactive/preventative
strategies
Cache of Proactive/Preventative
Strategies
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Issues related to…
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Looking for the positive instead of the
negative
Finding positive behaviors to reinforce
Having a preventative mindset
Cache of Proactive/Preventative
Strategies
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“I think how it got in cottages is that we became
active with school staff and saw how this would work
in cottages. We started with informal training,
training on FBAs. Part of the culture element is the
Circle of Courage that is part of cottage and
individual planning. When work is going on in
cottage we are centering on the skills that are being
worked on.” (clinical staff)
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“In institution serving females acknowledgement may
be particularly important. The FBA model can lead to
more tangible payoffs when needed.” (administrators)
Ecological
Congruence
Role Clarity
Philosophical shift
& agreement
Houchins & Jolivette
Cache of
proactive/preventative
strategies
Consistent
Practices
Consistent Practices
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Issues related to…
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Being consistent across settings
Being consistent across personnel
Being consistent across time
Consistent Practices
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“What I find attractive is the integrating aspects of
this. It presents a coherent model that can spread
across the campus and various roles of persons in
program.” (administrators)
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“We are working on consistent expectations schoolwide. We get started. We have set expectations under
aspects of Circle of Courage. We are also talking
about what this looks like.” (teachers)
Ecological
Congruence
Role Clarity
Philosophical shift
& agreement
Cache of
proactive/preventative
strategies
Logistics
Houchins & Jolivette
Consistent
Practices
Logistics
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Issues related to…
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Having enough time for…
Training
 Collaboration, communication, and coordination
 Change
 Personal awareness of the change process
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Logistics
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“How many staff and ability to meet the mission.”
(administrators)
“Need more staff and energy.” (teachers)
“Time.” (teachers)
“There may be a significant amount of time
associated with completing an FBA. It is a time
concern. This should be better as we get more staff in
our school program.” (teachers)
Ecological
Congruence
Role Clarity
Philosophical shift
& agreement
Cache of
proactive/preventative
strategies
Logistics
Data-based decision
making
Houchins & Jolivette
Consistent
Practices
Data-base Decision Making
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Issues related to…
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Using data to make decisions
Valuing data
Having all personnel on board with the use of
data
Data-based Decision Making
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“There are still naysayers but the data and SWIS
system is important in showing how this program
is working. An employee may be resistant but
data shows improvement. Implications for
significant improvement.” (administrators)
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“There may be a need for a separate SWIS
system for programs such as ours.”
(administrators)
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“Data can be shared with cottages.” (teachers)
Ecological
Congruence
Role Clarity
Philosophical shift
& agreement
Cache of
proactive/preventative
strategies
Logistics
Data decision making
Houchins & Jolivette
Achievement outcomes
Consistent
Practices
Achievement Outcomes
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Issues related to…
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Demonstrating a relationship between PBS
and academics
Addressing the concern that PBS takes away
from academics
Achievement Outcomes
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“Turnover rate of youth is also a challenge in
measuring academic growth over a period of time.”
(administrators)
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“A focus on trust and interactions with kids. It does
take teachers somewhat away from traditional
classroom activities. It focuses on relationship
development but there is an academic tradeoff here.”
(teachers)
Ecological
Congruence
Role Clarity
Philosophical shift
& agreement
Cache of
proactive/preventative
strategies
Logistics
Data decision making
Houchins & Jolivette
Achievement outcomes
Consistent
Practices
Participant
Discussion: Issues,
Obstacles, and
Strategies
Megan McGlynn
Arizona Department of Juvenile
Corrections
How Juvenile Programs Differ
from Public Schools
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24-hour day
Multidisciplinary staff
Primary focus is security
Education personnel not in charge of
discipline
Others?
Issues and Obstacles
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Belief that incarceration shouldn’t be
“positive”
Data on youth behavior aren’t
systematically collected or used for
decision-making
Data aren’t centrally collected or analyzed
Staff don’t communicate across disciplines
Issues and Obstacles
(continued)
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Preference for complex, multi-level
“treatment” curricula
Disproportionate number of youth with
disabilities (>30%)
Others?
Strategies: Lessons Learned
in Iowa
1.
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3.
4.
5.
Start small--single program within a facility
Get support from state administration--state dep’t of
juvenile justice, state juvenile justice council, etc.
Link to an ongoing statewide behavioral initiative--Iowa
Behavioral Alliance
Incorporate a data collection and decision model-SWIS
Fit into existing overall treatment plan--Circle of
Courage
Your Ideas and
Recommendations
The Juvenile Corrections PBS
Initiative
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Identify and observe programs where PBS
is being implemented
Develop a blueprint/self-assessment tools
to guide implementation of PBS in
programs for juveniles
Establish a network of trainers/coaches to
facilitate implementation
Evaluate impact of PBS in juvenile
programs
Next Steps
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Team identifies sites in which PBS is being
implemented: barriers, issues, & strategies
Develop initial drafts of assessment tools
Create an implementation blueprint
Your Questions, Suggestions,
& Comments
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C. Michael Nelson, Ed.D.
National Center for Education, Disability, and Juvenile Justice,
National Center for Positive Behavioral Interventions and
Support
[email protected]
Suana Wessendorf, M.S..
Iowa Department of Education
[email protected]
David Houchins, Ph.D.
Georgia State University
[email protected]
Megan McGlynn, Ph.D.
Arizona Department of Juvenile Corrections
[email protected]