Positive Behavior Support in Juvenile Facilities: Webinar

1. Positive Behavior Support in Juvenile Facilities: Webinar Mary Magee Quinn, Ph.D. Principal Research Scientist American Institutes for Research

2. Objectives: • Understand the basic tenants of PBIS and its potential for use in the Juvenile Justice system • Basic description of the components of PBIS • Steps to implement PBIS • Implications for use in Juvenile Justice Systems • Outcome data • Challenges • Advantages • Where to go for more information • Next steps for NDTAC

3. Positive Behavioral Interventions & Supports “PBIS” is a research-based systems approach designed to enhance the capacity of schools to… • effectively educate all students, including students with challenging social behaviors • adopt & sustain the use of effective instructional practices (Lewis & Sugai, 1999; Sugai et al., 1999; Sugai & Horner, 1994, 1999)

4. “School-wide Positive Behavior Support” SW-PBS is a whole-school approach to discipline that includes a broad range of systemic & individualized strategies for achieving social & learning outcomes while preventing problem behavior with all students.

5. School-wide Positive Behavior Support Systems Classroom Setting Systems Non-classroom Setting Systems Individual Student Systems School-wide Systems Source: Nelson & Liaupsin, 2005

6. The Focus is on: • School as unit of implementation • Connecting social & academic achievement • Team-based leadership • Investments in capacity building • Conceptually sound guiding principles • Data-based decision-making • Sustainability of effective practices

8. Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Interventions • Some students (at-risk) • High efficiency • Rapid response • Individual or Group • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

9. Steps to Implement PBIS • Establish a school-wide leadership • Secure administrator support • Secure a commitment from at least 80% of the staff • Conduct self assessment • Create an implementation action plan • Regularly collect and analyze data

10. Practices Define expectations Teach expectations Monitor expected behavior Acknowledge expected behavior Correctbehavioral errors (continuum of consequences) Use information for decision-making Systems Admin Leadership Team-based implementation Defined commitment Allocation of FTE Budgeted support Development of decision-driven information system Formal policies Practices and Systems for School-wide Positive Behavior Support

11. Example of Out of School Suspensions 2001-2003 ‘01=243 decrease to ‘02=37

12. What Does a 74% Decrease in Referrals Mean? Administrators and Teachers saved: 22.07 days of administrative and teaching time; and 386.25 days of instructional time.

13. Why PBIS in JJ? Because We Know…. • To improve the academic success of our children, we must also improve their social success. • Academic and social failures are reciprocally and inextricably related. • About one fourth of “our” children are in need of special education services--imperative that we look at prevention and intervention at the “whole” school/facility level.

14. Positive Behavior Support Systems: JJS Programs Housing Units Education Program Other Programs Facility-wide System Source: Nelson & Liaupsin, 2005

15. Universal Interventions • All settings, all students • Preventive, proactive • Provides predictability • Pre-correction Designing School-Wide Support Systems for Student Success Source: www.pbis.org

16. Universal Practices • Teams – Teachers and Students • Orientation of Youth • Reinforcement System • Social Skill Lessons • Discipline Policy • Professional Development

17. Targeted/Intensive Interventions • Targeted Group Interventions • Some students (at-risk) • Interventions • Social skill instruction • Anger management • Group counseling • Academic tutoring • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Functional Behavioral Assessment • Team-driven intervention • On-going monitoring and modifications

18. Targeted/Intensive Interventions • Change in Environment • Gender Specific Floors in school • Self-Contained Classroom • More hands-on activities • Less stimulus/agitation by other youth • Academic Restructuring • Curricular Improvements • Instructional Strategies • Differentiated instruction—less independent seat-work • Lesson plans

21. Reduced Number of Behavior Referrals 1999-2003 • 4-year avg. of 11.41 2003-2004 • 7.88 • 31% reduction in ODR 2004-2005 • 5.74 (Aug – Jan) • 50% reduction in ODR from 02/03

22. Restraint Reduction

23. Commitments • Two-three year focus for sustainable change • Active administrative support and participation • Administrative leadership for PBIS teams • Commitment from staff (80%) • Ongoing communication and support of staff • Completion and use of data collection (discipline and academic data, survey, checklists) • Staff participation in ongoing training

24. Challenges • Facilitating a change in philosophy “incarceration should be punitive” • Facilitating teamwork from staff with differing goals (education/ treatment/security) • Disproportional number of individuals with disabilities • Failure to systematically collect or use behavior data for decision-making

25. Changing Philosophy • Consistent consequences vs. modifications & accommodations • Establishing environments that are naturally reinforcing (5:1 positive to negative interactions) • Negative consequences are necessary but do not change behavior • Reacting to behavior and enforcing rules vs. providing proactive discipline • Empowering youth

26. Advantages • Strong results from School implementation • Excellent preliminary data from Juvenile Justice facilities • Cost of prevention ischeaper than the alternative!

27. Cost/Benefit of PBS in JJ: Hypothesis

28. Implications • Policy makers • Facility administrators • Teachers • Security staff • Family members • Youth

29. More Information Technical Assistance Center on Positive Behavioral Intervention and Supports: www.pbis.org Positive Behavior Support for Youth Involved in Juvenile Corrections: Staff development satellite broadcast workshop available from Corrections Learning Network http://cln.esd101.net National Evaluation and Technical Assistance Center on the Education on Children and Youth who are Neglected, Delinquent or At-risk: www.neglected-delinquent.org

30. Coming Soon from NDTAC:www.neglected-delinquent.org • Train the Trainers Materials: May 2006