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