Terrance M' Scott, University of Florida

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Positive Behavioral Support and Delinquency
Prevention

• Terrance M. Scott, University of Florida
• Carl J. Liaupsin, University of Arizona
• Christine Christle, University of Kentucky
  Kristine Jolivette, University of Kentucky
• C. Michael Nelson, University of Kentucky

2
Agenda

• The Students and the Problem
• A Model for Delinquency Prevention Positive
  Behavior Support
• Examples

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Labels for youth who manifest patterns of
antisocial behavior

• Socially maladjusted (exclusion/illogical)
• Juvenile delinquent (legal term/adjudicated)
• Juvenile offender (age of majority/committed a
  legal or status offense)
• These labels are not educationally relevant
• Do not relate to the characteristics or needs of
  the individuals

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Risk Factors

• Ethnic minority status
• Aggressive, antisocial behavior
• Difficulties in school
• School failure (including educational
  disabilities)
• Poverty
• Broken home
• Inadequate parental supervision

• Lax or inconsistent parental discipline
• Coercive family interactions
• Physical abuse
• Substance abuse (self or family)
• Living in a high crime community
• Criminal or delinquent relatives or peers

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Where do you findjuvenile offenders?

• General and special education classrooms
• Alternative schools
• Day treatment programs
• Detention or correctional facilities

Most
Few
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How do Schools Respond to Student Behavior
Problems?

• A suburban high school with 1400 pupils reported
  over 2000 office referrals from Sept. to Feb. of
  one school year
• In 1998-99, 74,565 suspensions and 3,603
  expulsions were reported in Kentucky schools
• ZERO TOLERANCE FOR UNDESIRED BEHAVIOR!

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Student Interactions with the School
Students who exhibit challenging behaviors have

• higher rates of negative interactions with school
  personnel regardless of their behavior
• higher rates of punitive consequences than their
  peers
• this tends to make behaviors worse
• lower rates academic engaged time with teacher
  perpetuates cycle of problem behavior

(Wehby et al. 1996 Shores et al. 1996)
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Ineffective Interventions
800
Reviews of over studies involving
children with the most challenging behaviors
(Gottfredson, 1997 Lipsky, 1996) indicate

the smallest intervention effect-sizes for

• Counseling sending problem students to talk to
  the counselor

• Psychotherapy sending problem students to
  talk with psychotherapists

• Punishment reacting to behavior without
  facilitating success

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Long-Term Predictable Failure

• Students with a history of chronic and pervasive
  behavioral problems and associated academic
  deficits are more likely to go to jail than to
  graduate from high school
• Three years after leaving school, 70 of
  antisocial youth have been arrested (Walker,
  Colvin, Ramsey, 1995)
• 82 of all crimes are committed by people who
  have dropped out of school (APA Commission on
  Youth Violence, 1993)

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Initial Failures Lead to Challenging Behavior
RISK FACTORS
OUTCOMES

fall behind academically gtgt difficult work gtgt
challenging behaviors gtgt removal from class gtgt
Poverty
School Safety Issues
The Academic- Behavior Connection
Poor Modeling
School Exclusion
ReadingDeficits
Life-Long Failure
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Kentucky

• Grade Level CTBS Predictors
  R-Square
• Grade 3 1. Poverty level .400 2.
  Attendance rate .432 3. Number of
  expulsions .456
• Grade 6 1. Poverty level .458 2.
  Attendance rate .546 3. Number of
  suspensions .555
• Grade 9 1. Poverty level .521 2.
  Attendance rate .628 3. Dropout
  rate .646 4. Enrollment
  .655

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Illinois

• http//206.166.105.35/designation/indicators.htm

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Summary of the Problem

• So Far
• Labels characteristics
• Ineffective School Responses
• Need to Predict Problems
• Academic Behavior Connection
• Poverty predicts failure
• Next
• A Model for Prevention PBS

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Prevention of Juvenile Delinquency

• Primary Prevention
• Prevent initial offending
• Secondary Prevention
• Prevent re-offending
• Tertiary Prevention
• Ameliorate effects of persistent offending

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Positive Behavior Support

• Positive behaviorgoal is for students to develop
  a repertoire of appropriate skills that enable
  them to participate successfully in a broad range
  of family, school, and community settings.
• Supporta continuum of strategies provided at the
  appropriate level of personalization, given the
  strengths, needs, and preferences of the student
  and family.

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Positive Behavior Support

• A broad range of systemic and individualized
  strategies for achieving important social and
  learning outcomes while preventing problem
  behavior
• An integration of (a) valued outcomes, (b) the
  science of human behavior, (c) validated
  procedures, and (d) systems change to enhance
  quality of life and reduce problem behavior

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BIG PBS IDEAS

• Use what works
• Build capacity
• Take responsibility for all students
• Be proactive
• Work smarter

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ALL STUDENTS
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Positive Behavior Support ModelLevels of
Prevention




Intensive Individual Interventions (1-3 of
students)
Intensive Individual Interventions (1-3 of
students)
Intensive Individual Interventions (1-3 of
students)

Tertiary
Targeted Classroom and Small Group
Strategies (7-9 of students)
Targeted Classroom and Small Group
Strategies (7-9 of students)
Targeted Classroom and Small Group
Strategies (7-9 of students)
Secondary
Universal School-Wide Systems of Support (90 of
students)
Universal School-Wide Systems of Support (90 of
students)
Universal School-Wide Systems of Support (90 of
students)
Primary
Adapted from George Sugai, 1996
Adapted from George Sugai, 1996
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Universal InterventionsPrimary Prevention

• Elements
• Rules
• agreed upon by team - willing/able to enforce
• posted, brief, positively stated
• Routines
• avoid problem contexts, times, groupings, etc.
• consistent
• Arrangements
• clear physical boundaries
• supervision of all areas

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Targeted InterventionsSecondary Prevention
800
Reviews of over studies involving
children with the most challenging behaviors
(Gottfredson, 1997 Lipsky, 1996) indicate
the largest intervention effect-sizes for

• Social skills training teach specific skills
  using effective instruction

• Behaviorally based intervention effective
  use of reinforcement/punishment to facilitate
  success

• Academic curricular restructuring intensive
  instruction in reading

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Intensive InterventionsTertiary Prevention

• Elements
• planning for involvement of community
  resources as necessary
• in-depth and continuous assessment from a
  variety of sources and perspectives
• write activities into formal plans where
  necessary (IEP)

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Summary of the Model

• In This Section
• Prevention of juvenile offending
• Positive Behavioral Support
• Primary/Universal
• Secondary/Targeted
• Tertiary/Intensive
• Now
• Examples

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EXAMPLE Teaching Behavior

• Hands and feet to self or
• Respect others

• 22 4

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EXAMPLE Teachable Expectations

• 1. Respect Yourself -in the classroom (do your
  best) -on the playground (follow safety rules)
• 2. Respect Others -in the classroom (raise
  your hand to speak) -in the stairway (single
  file line)
• 3. Respect Property -in the classroom (ask
  before borrowing) -in the lunchroom (pick up
  your mess)

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ExampleKY KIDS Schools Project

• 66 reduction in office referrals
• 64 reduction in suspensions and expulsions

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EXAMPLE Harrison School-Wide Objectives

• By the end of the year, number of referrals to
  SAFE will be reduced by at least 30 across all
  students
• By the end of the year, number of suspensions
  will be reduced by at least 30 across all
  students and minority students
• By the end of the year, reading scores will
  increase across each grade and across the school

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Time Spent Away from Academics Due to Behavior

• Convert Data from number of hours
• To Average Hours
• (standardizes data for comparisons)

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Student Days School Suspension

76
75
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Academics Baseline - Year 1

• CTBS Scores
• Reading
• Language
• Math

1997 1998
1999
Baseline Baseline Intervention
Change
21 19 27 42
21 20 30 50
26 20 30 50
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OSEP Center for Education, Disabilities, and
Juvenile Justicewww.edjj.org

• University of Maryland
• University of Kentucky
• Arizona State University
• Eastern Kentucky University
• PACER Center
• American Institutes of Research

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OSEP Center for Positive Behavioral
Interventions and Supporthttpwww.pbis.org

• University of Oregon
• University of Kentucky
• University of Missouri
• University of Kansas
• University of South Florida

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www.state.ky.us/agencies/behave/homepage.html
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