Transcript RBT Program Components Washtenaw County Juvenile Detention Orientation Laying the Foundation of RBT.

RBT Program Components
Washtenaw County Juvenile
Detention
Orientation
Laying the Foundation of RBT
Orientation Introduction
Intake / Admission
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Read Introduction Page to Youth
Highlight incentive opportunities:
Points, Pluses, Coupons
Youth demonstration of time out
Issue Orientation Manual
Set up youth in UNLOCKED room
to study Orientation Manual and
complete Orientation Quiz
Provide assistance if reading is
difficult for youth
If any questions are answered
incorrectly, advise youth of
answers and point them in the
right direction to find them in
Orientation Manual
Be sure to get pencil back and
then have youth join
programming
Shower
Read RBT
Paragraph to
Youth
Youth
sample
Timeout
Issue Orientation
Manual
Youth study
Orientation Manual
in UNLOCKED
room
Orientation Test
Pass
Fail
Staff review
test with
youth
BEGIN RBT
PROGRAM
Orientation Training Module
Orientation Quiz
• Follows word for word through the
Orientation Manual
• Covers basics and FAQ of program
• Complete Quiz in room
• Must answer all questions correctly before
entering program
• Staff provide assistance as necessary
• Place in youth file after completion
Points and Levels
Constantly Earning
Points
• Earned continuously for expected “Target
Skills”
• Earning evaluated by Youth Counselor – 7
periods per 24 hrs plus room points
• Zero points earned when out of program
(on timeout, isolation, room restriction)
• Pro-rate point earning based on time out
of program
Points
• Establish proper mindset - EARNING
• Youth are teenagers, some behaviors to
be expected
• Goal: allow youth to earn as many points
as possible
• 190 points possible in 24 hour earning
period
• Avoid Double-Dipping
• Maintain consistency with both youth and
staff
Target Skills
• Ignore
– Acting as though you are not aware of an inappropriate
behavior at all
• Cooperate / Participate
– Working together and helping one another
• Talk
– Having appropriate and positive conversations that are
considerate of others and encourage others to act and
talk appropriately
• Area
– Leaving areas clean, asking permission to move, and
being prepared and on time for activities
• Gestures
– Displaying positive communication through body
language
Point Sheet
• One sheet per youth
per day
• Tracks all points,
pluses, timeouts, and
coupons for one day
• Period breakdowns
• Up after showers
checkpoint
• Comments section
• Pro-rating guide
• Earning Key
Point Sheet Earning Key
5 – Meets expectations consistently
4 – Mostly meets expectations w/ consistent
effort
3 – Sometimes meets expectations
2 – Seldom meets expectations but shows
effort
1 – Seldom meets expectations w/ no effort
0 – Out of program (timeout, isolation, RR)
Point Sheet Pro-rating
• 2-3 hour earning periods
• Approximately 30 minutes ~ 1 point
• Youth out of program 1 hour during
earning period ~ 3 points maximum
in each target skill youth had NO
problem in
• Possibly less in specific target skill
that earned out of program time
Using the Point Sheet
1. Fill in youth name and date
2. Keep Point Sheets in Unit Group Book
3. Review and enter points earned each
period (3 per waking shift)
4. File completed sheets in group log at end
of PM shift
5. Midnight staff enter data from completed
Point Sheets into database
What do the Points Do?
• Points directly impact a youth’s level
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190 points possible each day
Level 3 is average of 171 to 190 points per day
Level 2 is average of 152 to 170 points per day
Level 1 is average below 152 points per day
• Points earn time up after showers
– 100 points are needed out of 125 up to that
point to get up after showers. This does not
include room points.
– Regardless of level, if a youth does not earn 75
points before showers that day, they DO NOT
GET BACK UP.
Points and Levels
• Levels are based on a weekly total number
of points
– Level 1 = under 1064 pts
– Level 2 = 1064 to 1196 pts
– Level 3 = 1197 to 1330 pts
• Point week begins and ends at 7 am
Thursday
• Level changes and privileges take effect
upon completion of appropriate Level
Advancement Quiz
• Must earn within point range to achieve
level, regardless of admit within cycle
Level Advancement Quizzes
• Orientation Quiz taken in room
immediately following admit process
• Level 2 and Level 3 quizzes taken
Thursday AM, prior to leaving the unit
after hygiene
• Youth takes appropriate quiz
corresponding with level earned through
earning points the previous week
• Reasonable opportunity provided to
correct mistakes Thursday AM to facilitate
level advancement
• Quizzes corrected and filed by Youth
Counselor
Contract Goals & Pluses
Weekly Incentives for making
progress
Contract Goals
• Must be achievable
• Must be specific
• Must be measurable
• Must be able to identify youth by
goal alone
• May use percentages (ex. Youth lines
up quietly 80% of the time)
• May still earn + for goal if applicable
when youth involved in incident
Pluses
• Earn up to 2 pluses per day for
achieving Contract Goal
• Progress reviewed at Afternoon and
Evening Group meetings
• Youth input, but Counselor ultimate
decision maker
• Must earn 11 pluses to attend Unit
Plus Party (regardless of entry day)
Contract Goal Door Sheet
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Sheets placed on each youth door
Counselor marks + or – and comments following the Afternoon and Evening Group Meetings
Sheets used each Thursday Afternoon Group Meeting to determine if access to the Unit Plus Party is earned
Contract Goals
New contract goals made every Thursday at Afternoon Group
meeting with Counselors from AM, PM, and Swing present
Weak Goals
1. Aaron should respect staff
2. Randy should stay calm
3. Carlos should ignore
4. Frank should line up correctly
5. Ardell should follow directions
6. Felicia should not talk so
much
Better Goals
1.
Aaron will accept staff re-direction
when angry
2.
Randy will attempt to calm down on
his own before escalating
3.
Carlos will not engage in negative
behavior when influenced by peers
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Frank will line up without having to
be directed by staff
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Ardell follow directions from staff
without questioning the staff’s
reasoning
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Felicia will focus on herself, and not
have conversations about the issues
of others
Coupons & Store
Immediate Rewards
Coupons
• How to issue a coupon
– Emphasis on earning
– Entire coupon must be filled out
– One coupon ~ a little treat
• Consistency
– Performing above expectations
– Positive reinforcement
– NOT A BRIBE
• Tracking of coupons
– Record coupons on Point Sheet
Store
• Nightly, from 8 to 8:30 pm
• Only 2 groups in dayroom at a time
– One group receiving store, one group receiving
snack
• One counselor operates the store, other
counselor watches both groups
• Groups switch and then exit dayroom
• Next 2 groups enter dayroom, process
repeats
• Youth may take store items to the unit,
however they must remove all food from
their room prior to bedtime
Thursdays
The Detention Week
Beginning and End
Thursday Tasks
• Issue proper Level Advancement Quiz based on
previous weeks total points after hygiene
• Grade Level Advancement Quizzes, adjust levels
accordingly
• Goal setting Group Meeting from 1:35 to 2:25
with all Counselors
• Complete previous Weekly Assessment and start
new Weekly Assessment at Meeting
• Unit Plus Party access determined for Thursday
Afternoon
Unit Plus Party
• Must earn 11 out of 14 possible
Pluses
• Thursday Evening
• Special Dinner / Desert
• Separate activities
– Playstation
– Bingo
– Additional Recreation
– Latest Bedtime
Time outs
An Opportunity to Think 
TIME OUT
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Five minutes
Not a punishment
In the activity
Time to reflect and refocus
Stand facing the wall at designated spot
Ignore everyone except staff talking to you
Time out of regular programming means no
coupons and may affect points and plus marks as
well.
• Accurately identify why time out was earned
• Return to regular programming.
SHORT-TERM TIME OUT
• Up to 30 minutes away from activity
in unlocked room
• If unsuccessful completing five
minute time out after three attempts
• Return to serve the original five
minute time out
• Return to regular programming
• No coupons when out of
programming; points and pluses may
be affected
EXTENDED TIME OUT
• Up to 60 minutes away from
programming in unlocked room
• Thinking Report
• Return to activity to successfully
serve original five minute time out
• Return to regular programming
• No coupons when out of
programming; points and pluses may
be affected
ROOM RESTRICTION
• Most severe loss of programming time
• Most egregious outright behaviors
OR
• Refusal to comply with time out process listed
previously.
• In locked room.
• Thinking Report
• Isolation from programming once removed from
room restriction status
• Group meeting re-entry
• No coupons when out of programming; points
and pluses may be affected
DIS-INVOLVEMENT
• Clear expectations delineated ahead of
time and repeated
• Kids do the thinking for themselves
• Staff remain emotionally neutral during
time out process
• No cajoling, prodding, convincing,
shaming or threatening
• Concentrate on youth showing appropriate
behavior
• Establish consistent threshold beyond
simple 5 minute time out
Time Out Flowchart
A
B
C
D
5 Minute
Time Out
Short Time Out
Less than 30
min.
Extended Time Out
Less than 60 min.
Room
Restriction
15 min. checks
Ask Youth
Why
Accurate
Response
Youth ready to
serve 5 min. Time
Out
No
Inaccurate
Response
Yes
2nd
Inaccurate
Response
Inform Youth
why Time Out
was earned
3rd
Inaccurate
Response
Hourly
Assess
SUP/
DPI
Review Thinking
Report with staff
Youth completes
Thinking Report
Review Thinking
Report with
group
Ask Youth
Why
Accurate
Response
Youth completes
Thinking Report
Inaccurate
Response
Review Thinking
Report with staff
Isolation up
to 24 hrs
Review Thinking
Report with
group
IN PROGRAM
(ONLY time coupons, pluses, or points are earned)
Group Meetings
RBT Tools
General Staff Guide for
Groups
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At beginning of group: Review group expectations, introduce group topic and set goal
for group
Introduce yourself and allow new members to introduce themselves. Use icebreaker
if needed
Resolve any tension between group members before entering group topic
Use the group ball to control conversation and reduce interruption and talking out of
turn
Observe group process and interpret what is happening back to the group, like
dominating, withdrawing, problem behaviors, story telling, hostility, etc…
Work on group dynamics as necessary, reinforce appropriate task oriented behaviors
like initiating, seeking information, giving information, clarifying and summarizing
Time out inappropriate behavior immediately
Ask for positive feedback at the end of the group
Assess weekly goal for the time period since the last group by getting feedback on
each individual’s progress from the group
If adverse situations alter the group schedule, pick up at the next group meeting, do
not push activities back, as it creates a difficult situation for other Counselors on the
team
Provide youth with time after group to make visual aids of concepts covered in group
Group Training Module
Group Meeting Rules
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Chairs circled up
Sit up in chair
Listen quietly
No interrupting
Only speak with the ball or with staff permission
Only pass the ball. Do NOT throw it.
Only use “I” statements
Tell the truth at all times
Stay positive
No slang
No laughing
Be respectful at all times
Only RBT group papers/folder allowed in meeting
Stay seated at all times
Confidentiality Statement
Begin each group with this statement:
It is important to remember that information and things talked about
during the group are not confidential. This means that you cannot assume
that anything youth talk about may be kept secret. You should not reveal
any personal information about why you are here in detention during the
group. If the things we talk about bother you or you become upset over
something that is discussed, you can tell me.
Remind youth about lack of confidentiality if group begins to
reveal personal information
Keep group focused on activities and behaviors in detention,
RBT, and Social Skills topics
4 Step Process to Group
Meeting
• Set the stage
– Use specific example that can be addressed
using an RBT Tool
• Define and Teach the Concept
– Allow youth to present RBT Tool with aide from
Counselor
• Role-play or Activity
– Act out situation and how RBT Tool applies
• Analyze and Apply to Life
– Provide feedback on role play and concept,
relate to real world examples
Stop, Look, Listen
Slow down situational
thinking
AFROG
Check for Rational Thinking
ABCDE
Thinking Report
SAFER
Differentiating between wants
and needs
Weekly Goal Review for each
Youth
• Youth presents goal and states whether or not
they achieved goal for time period
• Counselor asks for “thumbs up” or “thumbs
down” signal from group members to approve or
disprove goal achievement
• Comments are invited by Counselor, youth must
have ball to comment
• Counselor makes ultimate decision whether goal
achieved
• Remaining youth present goals in same process
Closing ritual
• 3 claps
• Thoughts, Feelings, Behavior
Wrap up
• Roles
– Counselors
– Business Office
– Administration
• Follow up and Training
– October RBT review
• Level 2 quiz
• WOW