Positive Behavior Support in Juvenile Facilities: Webinar

Mary Magee Quinn, Ph.D.

Principal Research Scientist

American Institutes for Research

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

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)

“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.

Non-class

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Source: Nelson & Liaupsin, 2005

The Focus is on:

School as unit of implementation Connecting social & academic

achievementTeam-based leadership Investments in capacity buildingConceptually sound guiding

principlesData-based decision-makingSustainability of effective practices

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

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

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

Practices and Systems for School-wide Positive Behavior

Support•Practices

– Define expectations– Teach expectations– Monitor expected

behavior– Acknowledge

expected behavior– Correct behavioral

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

Example of Out of School Suspensions 2001-2003

10

1

28

3

32

6

22

2

23

2

42

8

34

5

39

5

13

5

0

5

10

15

20

25

30

35

40

45 Out of School Suspensions

Aug-97

Aug-98

Sep-97

Sep-98

Oct-97

Oct-98

Nov-97

Nov-98

Dec-97

Dec-98

J an-98

J an-99

Feb-98

Feb-99

Mar-98

Mar-99

Apr-98

Apr-99

‘01=243 decrease to ‘02=37

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.

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 specialeducation services--imperative that we look at prevention and intervention at the “whole” school/facility level.

Educatio

n Program

Housing Units

Other Programs

Facility-wide System

Positive Behavior SupportSystems:

JJS Programs

Source: Nelson & Liaupsin, 2005

Designing School-Wide Support Systems for

Student Success

Universal Interventions•All settings, all students•Preventive, proactive•Provides predictability•Pre-correction

Source: www.pbis.org

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

Universal Practices

Intensive, Individual Interventions•Individual Students•Assessment-based•High IntensityFunctional Behavioral AssessmentTeam-driven intervention On-going monitoring and modifications

Targeted Group Interventions•Some students (at-risk)•InterventionsSocial skill instructionAnger managementGroup counselingAcademic tutoring

Targeted/Intensive Interventions

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

What Caused Disciplinary Action?

0102030405060708090

100110120

IYC-Harrisburg

IYC Harrisburg

05

101520253035404550556065707580

What Started the Problem?

Illinois Youth Center - HarrisburgStudent Behaviors

0

50

100

150

200

250

300

350

400

450

500

550

600

650

700

Minor Infractions Major Infractions

Num

ber o

f Inf

ract

ions

Nov. 1, 01 to Jan. 31, 02

Nov. 1, 02 to Jan. 31, 03

Nov. 1, 04 to Jan. 31, 05

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

Restraint ReductionSkow Restraints

59

2920

010203040506070

Pre-SAFE Year 1 Year 2

Pre & Post SAFE Program

Avg

. N

o. o

f R

estr

ain

ts

Commitments

Two-three year focus for sustainable changeActive administrative support and participationAdministrative leadership for PBIS teamsCommitment from staff (80%)Ongoing communication and support of staffCompletion and use of data collection

(discipline and academic data, survey, checklists)

Staff participation in ongoing training

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

Changing PhilosophyConsistent 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

Advantages

• Strong results from School implementation

• Excellent preliminary data from Juvenile Justice facilities

• Cost of prevention ischeaper than the alternative!

Cost/Benefit of PBS in JJ: HypothesisWho Has

Standing?Costs Benefits

Individual None •Increased academic achievement

•Improved social skills

•Improved self esteem

•Decreased length of confinement

•Decreased likelihood of recidivism

Agency Training

1 FTE

•Fewer Behavior Reports

•Improved working conditions

•Time savings: staff; administration; others

•Decreased length of confinement

Society None •Better prepared citizens

•Improved quality of life

•Decreased recidivism

Implications

• Policy makers

• Facility administrators

• Teachers

• Security staff

• Family members

• Youth

More Information

Technical Assistance Center on Positive Behavioral Intervention and Supports: www.pbis.org

National Evaluation and Technical Assistance Center on the Education on Children and Youth who are Neglected, Delinquent or At-risk: www.neglected-delinquent.org

Positive Behavior Support for Youth Involved in Juvenile Corrections: Staff development satellite broadcast workshop available from Corrections Learning Network http://cln.esd101.net

Coming Soon from NDTAC:www.neglected-delinquent.org

• Train the Trainers Materials: May 2006