1. Positive Behavior Support in Juvenile Facilities: Webinar 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 –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. 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)

4. “ 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.

5. Non-classroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems Source: Nelson & Liaupsin, 2005

6. 2,550 schools in 27 states States Implementing School-Wide Behavior Support 2,550 schools in 27 states

7. The Focus is on: School as unit of implementation Connecting social & academic achievement Team-based leadership Investments in capacity building Conceptually sound guiding principles Data-based decision-making Sustainability of effective practices

9. 1-5% 5-10% 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

10. 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

11. 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

12. Example of Out of School Suspensions 2001-2003 ‘ 01=243 decrease to ‘02=37

13. 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.

14. 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 special education services--imperative that we look at prevention and intervention at the “whole” school/facility level.

15. Education Program Housing Units Other Programs Facility-wide System Positive Behavior Support Systems: JJS Programs Source: Nelson & Liaupsin, 2005

16. Designing School-Wide Support Systems for Student Success Universal Interventions All settings, all students Preventive, proactive Provides predictability Pre-correction Source: www.pbis.org

17. Teams – Teachers and Students Orientation of Youth Reinforcement System Social Skill Lessons Discipline Policy Professional Development Universal Practices

18. Intensive, Individual Interventions Individual Students Assessment-based High Intensity Functional Behavioral Assessment Team-driven intervention On-going monitoring and modifications Targeted Group Interventions Some students (at-risk) Interventions Social skill instruction Anger management Group counseling Academic tutoring Targeted/Intensive Interventions

19. 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

22. 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

23. Restraint Reduction

24. Commitments Two-three year focus for sustainable change Active administrative support and participation Administrative leadership for PBIS teams Commitment from staff (80%) Ongoing communication and support of staff Completion and use of data collection (discipline and academic data, survey, checklists) Staff participation in ongoing training

25. 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

26. Changing Philosophy Consistent 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

27. Advantages Strong results from School implementation Excellent preliminary data from Juvenile Justice facilities Cost of prevention is cheaper than the alternative!

28. Cost/Benefit of PBS in JJ: Hypothesis Who Has Standing? CostsBenefits IndividualNoneIncreased academic achievement Improved social skills Improved self esteem Decreased length of confinement Decreased likelihood of recidivism AgencyTraining 1 FTE Fewer Behavior Reports Improved working conditions Time savings: staff; administration; others Decreased length of confinement SocietyNoneBetter prepared citizens Improved quality of life Decreased recidivism

29. Implications Policy makers Facility administrators Teachers Security staff Family members Youth

30. More Information Technical Assistance Center on Positive Behavioral Intervention and Supports: www.pbis.orgwww.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.nethttp://cln.esd101.net

31. Coming Soon from NDTAC: www.neglected-delinquent.org Train the Trainers Materials: May 2006