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Taking Positive Behavior Support to Scale in Juvenile Justice Settings. C. Michael Nelson University of Louisville Jeffrey R. Sprague University of Oregon Cynthia Martin NC Department of Juvenile Justice & Delinquency Prevention. Agenda.

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taking positive behavior support to scale in juvenile justice settings

Taking Positive Behavior Support to Scale in Juvenile Justice Settings

C. Michael Nelson

University of Louisville

Jeffrey R. Sprague

University of Oregon

Cynthia Martin

NC Department of Juvenile Justice & Delinquency Prevention

agenda
Agenda
  • What “going to scale” means• Public Schools• Juvenile justice settings
  • Exemplar presentation• NC Department of Juvenile Justice & Delinquency Prevention
  • Discussion

Taking PBS to Scale in Juvenile Justice Settings

going to scale with pbs
Public Schools• Building• District• State

National

OSEP

Samsha

NIH

Juvenile Justice• Program• Facility• System (State)

National

OJJDP

NASDSE

Going to Scale with PBS

Taking PBS to Scale in Juvenile Justice Settings

core features of sw pbs relative to scaling up
Core Features of SW-PBS Relative to Scaling Up

Establishment of local implementation capacity

Continuous self-assessment

Intervention fidelity

Student outcomes

Evaluation and integration of multiple behavior-related initiatives

A commitment to long-term effort

(Sugai, Horner, & McIntosh, in press)

Taking PBS to Scale in Juvenile Justice Settings

questions to ask
Questions to ask
  • How can we make our behavior support process
    • Help students accept responsibility?
    • Place high value on academic engagement and achievement?
    • Teach alternative ways to behave?
    • Focus on restoring the environment and social relationships in the school?

Taking PBS to Scale in Juvenile Justice Settings

school wide systems of positive behavior support
School-wide Systems of Positive Behavior Support

Incorporate best practice in professional development and system change (teams)

Emphasizes the use of assessment information to guide intervention and management decisions (Blueprint, EBS Survey, www.SWIS.org )

Focus on increasing the contextual fit between problem context and what we know works

Focus on establishing school environments that support long-term success of effective practices (3-5 years)

Taking PBS to Scale in Juvenile Justice Settings

school wide systems of positive behavior support7
School-wide Systems of Positive Behavior Support

Local initiatives tie into district/state/national goals

Expectations for student behavior are defined by a building-based team with all staff input

Positive behavior support is implemented consistently by staff and administration through an instructional approach (Teach & Practice)

Student behavior is monitored and staff receive regular feedback

Positive behavior support strategies are designed to meet the needs of all students

Taking PBS to Scale in Juvenile Justice Settings

lessons learned
Lessons Learned

Plan for sustained implementation & expansion early & formally

Invest in & adapt evidence-based practices to local context

Give priority to relevant, measurable outcomes

Treat school as basic unit for change, & districts/states as main organizational units

Establish demonstrations & data to enhance understanding

Invest early in local implementation capacity

District/state coordinator

Coaches

Emphasize continuous regeneration for efficacy, relevance, priority, & fidelity

Positively reinforce successive approximations of implementer behavior

Taking PBS to Scale in Juvenile Justice Settings

the core features of pbs in jj
The core features of PBS in JJ
  • Emphasis on prevention
  • Adoption of evidence-based practices (especially function-based behavior support)
  • Development of the systems needed to support and sustain effective practices
    • Especially the role of the coach
    • Emphasis on local capacity
    • Data-based decision making at the local level
    • Adaptation of the procedures to fit each local context.

Taking PBS to Scale in Juvenile Justice Settings

how are these features different in jj contexts
How are these features different in JJ contexts
  • Staff come from very different backgrounds with very different assumptions about problem behavior
  • Security and safety are much more important
  • Very high risk population: challenging to staff

Taking PBS to Scale in Juvenile Justice Settings

implications
Implications
  • Greater need to define and teach behavioral expectations
  • Make the environment (a) predictable (b) consistent, (c) safe, and (d) positive
  • High need for active instruction on appropriate behaviors.
    • Because kids already have learned wrong-way…you need multiple trials, and training to fluency
  • High potential for peer-based deviancy training
    • Focus on contingencies in which all benefit when each does well
  • Data
    • Need additional outcome measures (e.g. incident reports…physical restraint incidents..)
  • Extra need for teamwork
    • Because environment is high-risk…staff need to work well with each other.
    • Staff members need to be able to predict and depend on each other
    • Greater likelihood that support is provided 24 hours…so link staff development across day.

Taking PBS to Scale in Juvenile Justice Settings

facility level pbs teams
Facility-Level PBS Teams
  • Team is different
    • School, law enforcement, mental health, ????
  • meets monthly at school
    • Continuous assessment of school progress and problems
    • Implement discipline systems
  • Team provides staff training/coaching across the year and is continuously available
  • Team gives status report monthly to all staff
    • Office Referral patterns and updates
    • Successes and Concerns

Taking PBS to Scale in Juvenile Justice Settings

begin with the end in mind
Begin with the end in mind
  • The goals of an initiative for JJS should focus first on student outcomes
  • There should then be goals related to features of the JJS setting
  • There should then be goals related to behavior of staff
  • Establish an initiative that will produce durable effects
  • Never train teams without training the coaches and trainers who will sustain the effort.

Taking PBS to Scale in Juvenile Justice Settings

goals
Goals
  • Improved behavior
  • Improving educational outcomes
  • Creating a safe culture and environment
  • Better transition supports
  • Reducing recidivism

Taking PBS to Scale in Juvenile Justice Settings

goals15
Goals
  • Develop system for working with client behavior (staff too!)
    • Continuum of consequences (+/-)
    • Universal tone/ basic steps (i.e., de-escalation, etc.)
  • Develop a comprehensive, coherent, rewarding, effective training system
    • Evaluation, rewards for performance
  • Developing well paced achievable timeline for implementation

Taking PBS to Scale in Juvenile Justice Settings

slide16
Facility-Wide Positive Behavioral Support Programs

Classroom

Systems

Individual Student

Systems

Non-school

Systems

Facility-wide

Systems

Taking PBS to Scale in Juvenile Justice Settings

data collection
Data Collection

North Carolina Juvenile Online Information Network (NC-JOIN)

  • database of information that can aid in analyzing student demographics, behavior alerts, infractions, hearing results, person submitting behavior report, location of infraction, etc.

Taking PBS to Scale in Juvenile Justice Settings

obstacles
Obstacles
  • Funding
  • Buy-in
  • Staff Relationships
  • Moving beyond Universals
  • Conflicting Initiatives
  • Turnover
  • Standardization

Taking PBS to Scale in Juvenile Justice Settings

addressing issues
Addressing Issues

Taking PBS to Scale in Juvenile Justice Settings

addressing issues20
Addressing Issues

Taking PBS to Scale in Juvenile Justice Settings

core teams
Core Teams

Representative of all branches of Department

  • Teachers
  • Counselors
  • Psychologists
  • Hearing Officers
  • Social Workers
  • Security
  • Center for Prevention of School Violence
  • Intervention/Prevention
  • Educational Services
  • Staff Development Trainers
  • Chief of Staff Office
  • Directors

Taking PBS to Scale in Juvenile Justice Settings

addressing issues22
Addressing Issues

Taking PBS to Scale in Juvenile Justice Settings

tet training
TET Training

The therapeutic environment:

  • Creates a structured setting focused on therapeutic activities;
  • Promotes positive relationships between youth and staff;
  • Reinforces youth skill acquisition through focused staff-youth interactions; and
  • Provide opportunities for youth to practice in establishing new patterns of values, thoughts, and behaviors.

Taking PBS to Scale in Juvenile Justice Settings

tet training24
TET Training

Motivation Enhancement

Therapy

Model of

Care

Positive Behavior Support

Therapeutic Environment Training

(IMS + Core)

Adequate Strong Team

Staff Leadership Work

Clear Systemic Understanding of Goal: Therapeutic Environment

Taking PBS to Scale in Juvenile Justice Settings

addressing issues25
Addressing Issues

Taking PBS to Scale in Juvenile Justice Settings

addressing issues26
Addressing Issues

Taking PBS to Scale in Juvenile Justice Settings

combining of initiatives
Combining of Initiatives

Taking PBS to Scale in Juvenile Justice Settings

addressing issues28
Addressing Issues

Taking PBS to Scale in Juvenile Justice Settings

addressing issues29
Addressing Issues

Taking PBS to Scale in Juvenile Justice Settings

lessons learned30
Lessons Learned
  • Leadership support from all levels is crucial for PBS success
  • There should be extensive student involvement in the planning and implementation of PBS
  • PBS is a strong motivational component that has an effect on the most negative behavior

Taking PBS to Scale in Juvenile Justice Settings

slide31
Q&A Session

Taking PBS to Scale in Juvenile Justice Settings

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