Positive Behavior Support in Juvenile Facilities

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Positive Behavior Support in Juvenile Facilities

• Mary Magee Quinn, Ph.D.
• Principal Research Scientist
• American Institutes for Research

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Objectives

• Understand the basic tenants of PBIS and its
  potential for use in the Juvenile Justice system
• Brief history of PBIS
• 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

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History of PBIS

• Public Health Prevention Model
• 1997 Individuals with Disabilities Education Act
  (IDEA)
• 1998 National Center on Positive Behavioral
  Interventions and Supports
• 2004 Inclusion of Juvenile Justice settings

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Public Health Prevention Model

• Primary Prevention
• Universal
• Reduces the development and occurrences of new
  behavior
• Secondary Prevention
• Small groups of at-risk
• Reduces repeated episodes of established problem
  behavior
• Tertiary Prevention
• Individuals with established, intensive behavior
  problems
• Reduce frequency and intensity of problem behavior

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School-wide Positive Behavior Support Systems
Classroom Setting Systems
Non-classroom Setting Systems
Individual Student Systems
School-wide Systems
Source Nelson Liaupsin, 2005
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Positive Behavior Support Systems JJS Programs
Housing Units
Education Program
Other Programs
Facility-wide System
Source Nelson Liaupsin, 2005
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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

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Designing School-Wide Support Systems for
Student Success
Source www.pbis.org
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School-Wide Systems and Practices

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

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Primary PreventionTeach and Reinforce

• Rules, expectations, and routines across all
  settings
• Reward compliance (often)
• Misbehavior is a learning experience to correct
  rather than to punish

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Targeted 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

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Iowa Juvenile Home Continuum of School-Wide
Positive Behavior Supports
Tertiary Prevention -Functional Behavior
Assessments -Highest level of supervision and
security -May have little integration into gen ed
setting
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Primary Prevention - Support for all
students - Common expectations - 51 ratio
of pos to neg - Focus is on prevention -
General education interventions
53 Tertiary Prevention
23 Secondary Prevention
Secondary Prevention -Limited integration into
general education classes -Targeted Interventions
24 Primary Prevention
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Targeted 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 instructionless independent
  seat-work
• Lesson plans

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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

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Reduced Number of Behavior Referrals
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Restraint Reduction
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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

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Changing Philosophy

• Consistent consequences vs. modifications
  accommodations
• Establishing environments that are naturally
  reinforcing (51 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

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Advantages

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

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Implications

• Policy makers
• Facility administrators
• Teachers
• Security staff
• Family members
• Youth

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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
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Coming Soon from NDTACwww.neglected-delinquent.o
rg

• Webinar January 26, 2006
• Train the Trainers Materials May 2006