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Positive Behavior Support in Juvenile Facilities

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Understand the basic tenants of PBIS and its potential for use in the ... Anger management. Group counseling. Academic tutoring. Targeted Interventions. 32 ... – PowerPoint PPT presentation

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Title: Positive Behavior Support in Juvenile Facilities


1
Positive Behavior Support in Juvenile Facilities
  • 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
  • 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

3
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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5
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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7
School-wide Positive Behavior Support Systems
Classroom Setting Systems
Non-classroom Setting Systems
Individual Student Systems
School-wide Systems
Source Nelson Liaupsin, 2005
8
Positive Behavior Support Systems JJS Programs
Housing Units
Education Program
Other Programs
Facility-wide System
Source Nelson Liaupsin, 2005
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
Designing School-Wide Support Systems for
Student Success
Source www.pbis.org
11
School-Wide Systems and Practices
  • Teams Teachers and Students
  • Orientation of Youth
  • Reinforcement System
  • Social Skill Lessons
  • Discipline Policy
  • Professional Development

12
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

13
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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17
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
      32
     

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
18
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

19
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

20
Reduced Number of Behavior Referrals
21
Restraint Reduction
22
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

23
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

24
Advantages
  • Strong results from School implementation
  • Excellent preliminary data from Juvenile Justice
    facilities
  • Cost of prevention ischeaper than the
    alternative!

25
Implications
  • Policy makers
  • Facility administrators
  • Teachers
  • Security staff
  • Family members
  • Youth

26
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
27
Coming Soon from NDTACwww.neglected-delinquent.o
rg
  • Webinar January 26, 2006
  • Train the Trainers Materials May 2006
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