Presentation Transcript

1. Introductory Focus GroupOak Creek Facility, Oregon

   Jessica Swain-Bradway, Ph.D., & Jeff Sprague, University of Oregon Institute on Violence and Destructive Behaviors Kristine Jolivette. Ph.D., Georgia State
2. Juvenile Justice PBIS Project 3 year project to develop training materials for implementing Positive Behavioral Interventions and Supports (PBIS) framework in Juvenile Justice facilities. Jeff Sprague, Ph.D., University of Oregon Jessica Swain-Bradway, Ph.D., University of Oregon Kristine Jolivette, Ph.D., Georgia State Oregon, California, New Mexico, Georgia, Texas, Illinois Our job is to collaborate with line staff, supervisory staff, treatment staff and administrators to make sure we understand: How the PBIS framework aligns with current systems and practices Contextual factors (24/7 nature of setting, intensity & complexity of youth needs, what staff need to feel successful, etc.)
3. Today – Where are we in the process? Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
4. Important Information The PBIS framework is not something new for the facility. It is also NOT Performance Based Standards. It aligns with what you are already doing in many ways. DBT framework similar to PBIS Framework Ticket and Click-it systems are considered best practices in PBIS framework Current Evaluation / Levels system is similar to Check-In check-Out DBT Treatment options are similar to tiered systems of supports in PBIS
5. Important Information The PBIS framework will help: Enhance the day to day operations, staff satisfaction, and youth outcomes Alignment, efficiency, & tools for measuring effectiveness Validate the practices already in place PBIS framework has had a large degree of success in school settings, Alternative Education settings, and with youth with high levels of need Prevent problem behaviors Increase positive behaviors (social and academic)
6. Today’s Agenda Overview of PBIS Components of PBIS Activity
7. Facility-Wide Positive Behavioral Interventions and Supports
8. Positive Behavioral Interventions & Supports (PBIS) Model Systematic approach to implementing and sustaining evidence-base practices for the social success of all youth within a facility. Cohesive approach to thinking about how to achieve the ultimate goals of an organization by aligning all branches of an organization.
9. PBIS Model: Conceptual foundations Applied behavior analysis, Community health multi-tiered prevention model (Walker et al, 1996), Universal screening and progress monitoring (Fuchs & Fuchs, 1986; Shin, Walker & Stone, 2002), Merging of social and academic practices (Algozzine & Algozzine, 2009; McIntosh, Horner, Chard, Boland, & Good, 2006), and Systems technology appropriate to implement effective practices on a large scale (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005).
10. PBIS Model: Four Main Components Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
11. Another way to think about it… Supporting Social Competence & Academic Achievement OUTCOMES DATA Supporting Decision Making PRACTICES Evidence-based, preventive. Supporting Youth Behavior SYSTEMS Supporting Staff Behavior & Implementation Fidelity
12. PBIS Model: Tiers of Support Alignment of outcomes, practices, systems, & data applied to all tiers of support: Majority of youth Small groups of youth Individual youth Model doesn’t change INDIVIDUALIZE AND INTENSIFY
13. Outcomes, systems, data, practices Adapted from: Sprague & Walker, 2004 Tertiary (High-risk Youths) Individual Interventions (3-5%) Outcomes, systems, data, practices Secondary (At-risk Youths) Classroom & Small Group Strategies (10-20% of Youths) Outcomes, systems, data, practices Primary (All Youths) Program-wide, Culturally Relevant Systems of Support (75-85% of Youths) Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
14. PBIS Model Strengths: Clarifies expectations Provide structure Data based decision making increases accountability and protects youth Weaknesses: Often mistaken for it’s parts and not as the whole model May be viewed as competing with other models The proactive / preventative nature may be perceived as incongruent with Juvenile Justice aims
15. Tertiary (FEW) Reduce complications, intensity, severity of current cases Secondary (SOME) Reduce current cases of problem behavior Primary (ALL) Reduce new cases of problem behavior PBIS Model REDUCE HARM REVERSE HARM PREVENT HARM Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
16. Check Up In your own words, how would you describe PBIS? Does this framework make sense to you? Do you think this alignment makes sense for your facility?
17. Facilities using PBIS Framework – What would we expect to see? Shared values across all staff regarding mission and purpose Clear expectations for behavior and learning Clear communication staff to staff and staff to youth Multiple tiered supports and activities to promote valued outcomes consistently applied A caring, inclusive climate across and between staff and youth Youth have valued roles/responsibilities in activities Fit within the facility culture, traditions, and goals Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
18. PBIS Team Facility Team To facilitate alignment of outcomes, practices, systems and data Includes representatives from all aspects of facility (line staff, treatment, supervisors, security, etc.) Work in collaboration with all staff to take stock of current status What are our valued outcomes? What practices do we have to support youth behavior? What systems do we have to support staff behavior? What data do we use to know if these are working? After know what’s in place, collaboratively develop smarter ways to work. Define what were doing, make sure it is congruent, measure it’s impact, modify as necessary
19. Facility-Wide PBIS Four Components: Outcomes, Systems, Practices, Data
20. PBIS Model: Four Main Components Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
21. Facility – Wide PBIS Alignment of outcomes with practices, systems and data. Agreement among adults Continuity of support Provide starting point to examine the outcomes, practices, system, and data across all levels of student need. Your role at facility-wide level: Contribute to audits Actively teach, remind, and acknowledge desired behaviors Look at and use data relevant for decision-making
22. Outcomes What do we want our youth to “look like” while they are in the facility? Skills? Self-management? Self-awareness? School credits? Adults in the facility agree with outcomes Actively work to establish those outcomes Avoid behaviors that are incongruent with those outcomes Actively communicate those outcomes to youth How do behaviors important inside the facility align with behaviors important for life outside the facility? Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
23. Outcomes What outcomes are valued and important here? Please take 30 seconds to think about it and then be prepared to share. Do you think most staff members would agree with this list?
24. Practices Day to day practices that support youth in attaining those valued outcomes Treatment Education Levels system Acknowledgements (Tickets, Click-its) Medical protocols Social Skills Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
25. Practices Tiered, or a continuum to address all needs Not one type of practice Intensify and individualized to meet youth needs Don’t all need a Band-aid and Tylenol; sometimes we need a pat on the back, week off of work, surgery, or a divorce. Practices organized to allow for maximum access Any youth who demonstrates need gets access Schedules are arranged to maximize treatment Data are kept on hours required, hours received, etc. Some practices just good for everyone 
26. Practices Big Idea to prevent problems: Explicitly teach, remind and acknowledge whatever behaviors we’d like to see. Social behaviors: self-management, peer interactions, taking directions from adults, etc. Academic behaviors: completing school work, earning credits, self-management in educational setting Common Primary practices within PBIS framework: Facility-Wide expectations for behavior Acknowledge youth use of those behaviors Continuum of consequences for not following behavioral expectations.
27. Practices Facility-Wide expectations for behavior 3-5 General, positive expectations for behavior: Be Safe, Be Respectful, Self-Manage Perseverance, Integrity, Excellent TEACH location and routine specific rules that align with each expectation Being Safe in the living areas means… Respect in the classroom means… Acknowledge youth (and staff) use of those behaviors Tickets Click-it Defined and taught continuum of consequences for not following behavioral expectations. If youth has X behavior Y happens…
28. Practices What are practices in place to support youth behavior? Please take 30 seconds to think about it and then be prepared to share with the group. Do you think most staff would agree with this list? Are there some practices about which you know because they are your specialty but others would not know?
29. Systems Systematic support of adult behaviors to use the practices that support youth achievement of valued outcomes: Policies Training Regular, relevant Communication Regular, predictable, two-way Common meeting time Stress reduction / Morale building Systematic: Not “willynilly” Planned, regular, prioritized “How we do business”
30. Systems What systems does Oak Creek currently have in place to support adult behavior? Take 30 seconds to think about it and then be prepared to share. Do you think most staff would agree with this list? Are some systems more effective than others?
31. Data: Informs outcomes, systems and practices Two big questions: Are we doing what we said we’d do? Is it working? Youth Which outcomes are important for the youth? Are they responding to practices? Are the systems in place to implement the practices as intended? Adult What outcomes are important for the facility? Are they implementing the practices as intended? Are the systems in place to support the adults? Policies Trainings Resources
32. Data Progress data: Behavioral incidents Educational credits, tests, assignments Outcome data: Skills demonstrated (GED, DBT skills) Recidivism Surveys: Satisfaction Preferences Checklists: Fidelity Policies (Performance Based Standards)
33. Data What sources of data do you use to make decisions about staff and youth behaviors? Take 30 seconds to think about it and be prepared to share. Do you most staff would agree with this list? Are there data sources that are not being tapped? Are there data being collected but not used?
34. Universal Practices Let’s start at the primary level
35. This is the beginning of the ‘Nuts n’ Bolts’ of PBIS Establish a data-based action plan As a team Establish the facility-wide behavioral expectations Create a facility-wide behavioral matrix Create a reinforcement protocol for youth adhering to the behavioral matrix. Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
36. Facility-wide Behavioral Expectations To Do To Avoid Ask: What behaviors do you want your youth to display? Select: 3-5 action words (verbs) that reflect the behaviors you want youth to display Phrase in the positive May form an acronym Keep in mind level and age of youth Expectations that cannot be applied in every ‘system’ of the facility Acronyms related to deviant groups Complexity Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
37. Facility-wide Behavioral Expectations To Do Any special considerations for your facility? Ask: What behaviors do you want your youth to display? Select: 3-5 action words (verbs) that reflect the behaviors you want youth to display Phrase in the positive May form an acronym Keep in mind level and age of youth Discuss Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
38. Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
39. Facility-wide Behavioral Exepctations Examples M & Ms – make responsible choices, maintain good character, show respect to all R& R: respect and responsibility PRIDE: Persevere, Respect, Integrity, Discipline, Excellence Non-examples PB & J – presentable, build character, join groups Enjoy school, work hard, be nice The Big “B” - Behave Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
40. ACTIVITY As a team, what may your facility-wide behavioral expectations be … Think of several alternatives Keep in mind the ‘to dos’ and ‘special considerations for your facility’ And as always, ‘beg, borrow, or steal’ examples from other schools/facilities which would work for you Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
41. Facility-wide Behavioral Matrix Behavioral matrix A visual grid with the behavioral expectations written down the left-side and every environment within the facility list across the top Expectations Settings Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
42. Facility-wide Behavioral Matrix As a team, list all the environments that youth may access within the facility Sometimes it is easier to begin with a ‘system’ (e.g., housing) and then move on to another ‘system’ (e.g., recreation) until all systems are covered Look for redundancy in environments (e.g., bathroom) Once all environments are listed, write the expectations down the left-side and environments across the top Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
43. Willis Road ES Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
44. McEvoy MS Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
45. Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
46. Facility-wide Behavioral Matrix As a team, select a ‘box’ Related to the setting and the specific behavioral expectation, what would that actually look like at your facility? Ideas should be positively stated Ideas can cross several environments per behavioral expectation Ideas per box should be 2 to 4 in number Repeat for the remaining boxes Members can partner for this Ask ‘what if’ per idea – sometimes ideas best fit in other boxes Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
47. Expectation Looks like Sounds like
48. Facility-wide Behavioral Matrix: Considerations Behavioral matrices are used within all environments of the facility Where are some of these environments include you want to be sure to include? How will you make the matrices durable and visible? Will youth assist in developing the matrices? Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
49. More ‘Nuts n’ Bolts’ Arrange for high-fidelity implementation How do you increase the chances people will actually adhere to these expectations? Instructional protocols for each rule and environment per ‘system’ Reinforcement protocols for Staff who implement FW-PBIS with fidelity Youth who engage in the behavioral expectations Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
50. Instructional Protocols “Telling is not teaching and being told is not the same as being taught” Instructional protocols Detailed yet flexible text so that all staff … Have the same set of expectations Use the same prompting acronym Stay consistent across ‘systems’ Have guidance on how to interact and work with youth Assist youth by … Promoting environmental predictability Prevention of ‘jiggling pandora’s box’ These protocols can ‘unify’ staff and youth across the facility Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
51. Instructional Protocols Should be Applicable across ‘systems’ Easy to implement by any staff Explicitly taught to staff with on-going support and ‘boosters’ ‘tweaked’ based on the data Avoid Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
52. Instructional Protocols The premise Model, lead, test The basic components of an instructional protocol Behavioral expectation The environments it includes (it is likely that some environments may need different protocols) Instructional examples Instructional non-examples Youth activities (practice) Follow-up Monitoring plan – keep it simple Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
53. Possible Instructional Protocol Format Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
54. No Matter the Instructional Protocol Format – It Should be Tailored to Promote Youth Success Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
55. Reinforcement Protocols Premise To change youth behavior, we need to change adult behavior The leadership team teaches, models, and reinforces staff implementation Establishes and encourages new behaviors Staff who implement FW-PBIS Youth who engage in behavioral expectations Influences FW-PBIS fidelity Provides a venue for equal and fair opportunities to earn reinforcement Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
56. Reinforcement Protocol – Staff Buy-In Initial thoughts Staff are paid to do a job so why give them something extra Initial thoughts Youth should know to behave Just because one behaves does not mean you are reinforced These kids are in detention and should not be reinforced for that Research in reinforcement tells us that it is a powerful tool for behavior change, regardless of our personal beliefs. Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
57. Reinforcement Protocol – Staff Buy-In Two questions; To what degree is there a problem with climate? To what degree is this model an appropriate solution? What would your staff / personnel say about the first question? What information would they need before they could answer the second question, and how can you deliver this information?
58. Christensen, 2008
59. Is there a Problem? Is PBIS the Solution? Broad Consensus PBIS the PBISers to keep morale high, Training Management / Policy Drop the PBIS Language Management / Policy Research / Data, Training Build systems There is a “problem” with current facility climate … NO Consensus Broad Consensus PBIS is the way we can improve the climate…
60. Is This Catching Them Being Good? Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
61. Reinforcement Method Think of a method of reinforcement which reinforces both youth and staff at the same time Youth engaging in behavioral expectations AND Staff reinforcing those expectations GOTCHAs, coupons, tangible points, electronic data-base, levels system, “click it” punch cards. Things to consider Keep it simple and cost effective Keep contraband rules in mind Minimize one’s (youth and/or staff) ability to make counterfeit Make it transportable and feasible across all facility environments Keep it manageable Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
62. Reinforcement Possibilities Youth Ideas Staff Ideas School supplies One time use scented hygiene items Extra phone time Extra visitation time New shirt/pants/socks Time 1:1 with adult of choice Preferred shift Parking space close to door School supplies for teachers First vacation pick Administrator takes a duty / class Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
63. Reinforcement Protocol Now that we have a reinforcement method, what next? As a team, brainstorm ideas for the youth reinforcement protocol related to How reinforcement will be delivered Who will deliver reinforcement When will reinforcement be delivered What can be earned by accrued reinforcement The schedule for ‘cashing in’ reinforcement Who is in charge of this How will tangibles be obtained and where secured How reinforcement will be measured Numbers accrued by youth Numbers delivered by staff Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
64. In Summary… PBIS is a multi component, systematic approach to implementing the evidence based practices that meet the needs of your population. Practices are just a small part of that system, often the easiest to plan and implement. Full implementation of PBIS requires training for all personnel (beyond a workshop). PBIS implementation is intended to shift the climate toward one that is positive, proactive, systematic, data-driven and supportive of youth outcomes.
65. Action Planning Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette kjolivette@gsu.edu
66. Many thanks! Jessica Swain-Bradway, Ph.D. Institute on Violence and Destructive Behavior jswainbr@uoregon.edu jeffs@uoregon.edu