Innovative Practices in Juvenile Corrections: Positive Behavior Supports C. Michael Nelson National Center for Education, Disability, and Juvenile Justice National Center for Positive Behavioral Interventions and Supports

Overview Background Background Rationale for application of Positive Behavior Support in juvenile corrections Rationale for application of Positive Behavior Support in juvenile corrections Overview of Positive Behavior Support Overview of Positive Behavior Support Description of the juvenile justice/positive behavior support initiative Description of the juvenile justice/positive behavior support initiative

Background Have been a partner in EDJJ and PBIS centers since their inception Have been a partner in EDJJ and PBIS centers since their inception Over my career, have visited, monitored, evaluated, and worked with many programs in the juvenile justice system Over my career, have visited, monitored, evaluated, and worked with many programs in the juvenile justice system PBIS re-competed in 2003, signed on to design a strategy to facilitate use of positive behavior support in juvenile justice programs PBIS re-competed in 2003, signed on to design a strategy to facilitate use of positive behavior support in juvenile justice programs

Why PBS in Juvenile Corrections? Is proving to be an effective and efficient alternative to harsh, inconsistent, and ineffective disciplinary methods in public schools Is proving to be an effective and efficient alternative to harsh, inconsistent, and ineffective disciplinary methods in public schools Discipline provided in many juvenile justice facilities is not any better than in most public schools--often worse, because of inconsistency Discipline provided in many juvenile justice facilities is not any better than in most public schools--often worse, because of inconsistency Decisions about disciplinary systems in juvenile corrections tend not to be linked to data on youth behavior Decisions about disciplinary systems in juvenile corrections tend not to be linked to data on youth behavior

What is Positive Behavior Support? PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior.

PBIS “Big Idea” Goal is to establish host environments that support adoption & sustain use of evidence-based practices Goal is to establish host environments that support adoption & sustain use of evidence-based practices (Zins & Ponti, 1990) (Zins & Ponti, 1990)

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support

Systems

Discipline is…. The actions caregivers take to increase youth success (Charles, 1980). Prevention Rules, Routines, Arrangements Reaction Positive and Negative Consequences

Discipline Works When …. Prevention creates more positive than negative consequences Punishment Reinforcement (success) 4 : 1

Non-classroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

Education Program Housing Units Other Programs Facility-wide System Positive Behavior Support Systems in JJS Programs

Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

Key word: PREVENTION Primary Primary Reduce # new cases Reduce # new cases Secondary Secondary Reduce # current cases Reduce # current cases Tertiary Tertiary Reduce complications, intensity, severity of current cases Reduce complications, intensity, severity of current cases

Does this model apply to programs in the JJS? Does the proportion of incarcerated youth who are discipline problems approximate that found in public schools? √ ~80%-- 1 or 0 discipline reports per month √ 10-15% per month √ 1-5%-- multiple discipline reports Does the proportion of incarcerated youth who are discipline problems approximate that found in public schools? √ ~80%-- 1 or 0 discipline reports per month √ 10-15% per month √ 1-5%-- multiple discipline reports

Facility-Wide Behavior Support System 1. Commitment by >80% of staff to preventative approach to problem behavior 2. Preventive facility-wide systems of proactive discipline Available to all youth, & Available to all youth, & To which >80% of youth respond predictably & successfully To which >80% of youth respond predictably & successfully

Facility-Wide Positive Behavior Support System 3. Facility-wide leadership team to oversee program-wide PBS & discipline 4. Administrative support, leadership, & participation 5. Data-based decision making

Data

Why Collect Discipline Information? Decision making Decision making Professional Accountability Professional Accountability Decisions made with data (information) are more likely to (a) be implemented, and (b) be effective Decisions made with data (information) are more likely to (a) be implemented, and (b) be effective

Key features of data systems that work The data are accurate The data are accurate The data are very easy to collect (1% of staff time) The data are very easy to collect (1% of staff time) Data are used for decision-making Data are used for decision-making The data must be available when decisions need to be made (weekly?) The data must be available when decisions need to be made (weekly?) Difference between data needs at a facility versus data needs for a state Difference between data needs at a facility versus data needs for a state The people who collect the data must see the information used for decision-making. The people who collect the data must see the information used for decision-making.

What data to collect for decision-making? USE WHAT YOU HAVE USE WHAT YOU HAVE Behavior Reports (BRs) Behavior Reports (BRs) Measure of overall environment. Data are affected by (a) youth behavior, (b) staff behavior, (c) administrative context Measure of overall environment. Data are affected by (a) youth behavior, (b) staff behavior, (c) administrative context An under-estimate of what is really happening An under-estimate of what is really happening Collect & analyze # BRs per Day per Month Collect & analyze # BRs per Day per Month Administrative segregation, detention Administrative segregation, detention Other? Other?

Examples of Data- Driven Disciplinary Planning Rob Horner, George Sugai, Anne Todd, Teri Lewis-Palmer Marilyn Nersesian, Jim Watson

Focus on Facility-Wide System if: More than 35% of youth receive 1 or more BR More than 35% of youth receive 1 or more BR Average number of BRs per youth is greater than 2.5 Average number of BRs per youth is greater than 2.5

Focus on Non-Classroom Systems if More than 35% of BRs come from non- classroom settings More than 35% of BRs come from non- classroom settings More than 15% of youth who receive a BR are referred from non-classroom settings. More than 15% of youth who receive a BR are referred from non-classroom settings.

Focus on Classroom Systems if More than 50% of BRs are from classroom settings. More than 50% of BRs are from classroom settings. More than 40% of BRs come from less than 10% of the classrooms. More than 40% of BRs come from less than 10% of the classrooms.

Focus on Individual Student Systems Targeted Group Interventions Targeted Group Interventions If 10 or more youth have 10+ BRs If 10 or more youth have 10+ BRs Example (check-in, check-out BEP) Example (check-in, check-out BEP) Intensive Individual Interventions Intensive Individual Interventions Youth with multiple needs Youth with multiple needs Intense, individualized support Intense, individualized support Wrap Around Wrap Around Personal Futures Planning Personal Futures Planning Functional Assessment Functional Assessment

Data Decision Questions in Juvenile Corrections Programs How many BRs occur Per day? Per week? Per month? How many BRs occur Per day? Per week? Per month? Where do behavior problems occur? Location Time of day Activity Where do behavior problems occur? Location Time of day Activity How are incidents distributed among youth? How are incidents distributed among youth?

Primary Prevention: Facility- Wide Systems for All Youth, Staff, & Settings Secondary Prevention: Specialized Group Systems for Youth with Repeated Problem Behavior Tertiary Prevention: Specialized Individualized Systems for Youth with Multiple Needs ~80% of Youth ~15% ~5% CONTINUUM OF FACILITYL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

Practices

All Staff Agree to A consistent set of rules for youth behavior A consistent set of rules for youth behavior Consistent routines, especially for problem areas Consistent routines, especially for problem areas Alter physical arrangements associated with problem areas Alter physical arrangements associated with problem areas

Teach and Reinforce Rules, expectations, and routines across all settings Rules, expectations, and routines across all settings Reward compliance Reward compliance Treat misbehavior as an error--emphasize correction over punishment Treat misbehavior as an error--emphasize correction over punishment Pre-correct--teach routines to prevent problem behaviors in settings where they are likely to occur Pre-correct--teach routines to prevent problem behaviors in settings where they are likely to occur

Emphasize the Positive Increase ratio of positive to negative staff to youth interactions At least 4 to 1 At least 4 to 1 Positive event/interaction every 5 minutes Positive event/interaction every 5 minutes Follow correction for rule violation with positive reinforcer for rule following Follow correction for rule violation with positive reinforcer for rule following

Common Features of School-Wide Behavior Management Systems (Fitzsimmons, 1998) Total staff commitment to managing behavior, whatever approach is taken Total staff commitment to managing behavior, whatever approach is taken Clearly defined and communicated expectations and rules Clearly defined and communicated expectations and rules Consequences and clearly stated procedures for correcting rule-breaking behavior Consequences and clearly stated procedures for correcting rule-breaking behavior An instructional component for teaching students self-control and social skill strategies An instructional component for teaching students self-control and social skill strategies A support plan to address the needs of students with chronic challenging behavior A support plan to address the needs of students with chronic challenging behavior

The Juvenile Corrections PBS Initiative Develop a blueprint/self-assessment tool to guide implementation of PBS in programs for juveniles Develop a blueprint/self-assessment tool to guide implementation of PBS in programs for juveniles Establish a network of trainers/coaches to facilitate implementation Establish a network of trainers/coaches to facilitate implementation Evaluate impact of PBS in juvenile programs Evaluate impact of PBS in juvenile programs

How Juvenile Programs Differ from Public Schools 24-hour day 24-hour day Multidisciplinary staff Multidisciplinary staff Primary focus is security Primary focus is security Educational personnel not in charge of discipline Educational personnel not in charge of discipline Others? Others?

Issues Belief that incarceration shouldn’t be “positive” Belief that incarceration shouldn’t be “positive” Data on youth behavior aren’t systematically collected or used for decision-making Data on youth behavior aren’t systematically collected or used for decision-making Data aren’t centrally collected or analyzed Data aren’t centrally collected or analyzed Staff don’t communicate across disciplines Staff don’t communicate across disciplines Others? Others?

Next Steps Team visits sites in which PBS is being implemented to identify barriers, issues, & strategies (7/05) √ Observe √ Interview staff, youth √ Conduct focus groups √ Meet with state Juvenile Justice leaders Team visits sites in which PBS is being implemented to identify barriers, issues, & strategies (7/05) √ Observe √ Interview staff, youth √ Conduct focus groups √ Meet with state Juvenile Justice leaders Develop initial draft of blueprint Develop initial draft of blueprint Circulate to PBIS work group for review and input Circulate to PBIS work group for review and input

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