1. 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 Positive Behavioral Support and Delinquency Prevention

2. The Students and the Problem A Model for Delinquency Prevention: Positive Behavior Support Examples Agenda

3. 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

4. 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

5. Where do you find juvenile offenders? General and special education classrooms Alternative schools Day treatment programs Detention or correctional facilities Most Few

6. 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!

7. *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) Student Interactions with the School

8.  Counseling sending problem students to talk to the counselor Reviews of over studies involving children with the most challenging behaviors (Gottfredson, 1997; Lipsky, 1996) indicate  Punishment reacting to behavior without facilitating success  Psychotherapy sending problem students to talk with psychotherapists Ineffective Interventions

9. 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)

10. Initial Failures Lead to Challenging Behavior Poverty Poor Modeling Reading Deficits School Safety Issues School Exclusion Life-Long Failure RISK FACTORSOUTCOMES

11. Kentucky Grade Level CTBS Predictors R-Square Grade 31. Poverty level.400 2. Attendance rate.432 3. Number of expulsions.456 Grade 61. Poverty level.458 2. Attendance rate.546 3. Number of suspensions.555 Grade 91. Poverty level.521 2. Attendance rate.628 3. Dropout rate.646 4. Enrollment.655

12. Illinois http://206.166.105.35/designation/indicators.htm

13. 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

14. Prevention of Juvenile Delinquency Primary Prevention – Prevent initial offending Secondary Prevention – Prevent re-offending Tertiary Prevention – Ameliorate effects of persistent offending

15. Positive behavior—goal 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. Support—a continuum of strategies provided at the appropriate level of personalization, given the strengths, needs, and preferences of the student and family. Positive Behavior + Support =

16. 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

17. Use what works Build capacity Take responsibility for all students Be proactive Work smarter BIG PBS IDEAS

18. ALL STUDENTS UNIVERSAL SYSTEMS Clear expectationsTeach expectations Facilitate success School-wide dataRules, routines, and physical arrangements Planned and implemented by all adults in school Effective instructionIncreased prompts/cues Pre-correction Functional assessmentEffective Interventions Individuals/small #s TARGETED INTERVENTIONS Key teachers and specialists implement INTENSIVE PREVENTION AND INTERVENTION Wraparound planningAlternative placements Effective instructionCrisis management plans Special Education

19. Positive Behavior Support Model Levels of Prevention Universal School-Wide Systems of Support (90% of students) Targeted Classroom and Small Group Strategies (7-9% of students) Intensive Individual Interventions (1-3% of students) Adapted from George Sugai, 1996 Universal School-Wide Systems of Support (90% of students) Targeted Classroom and Small Group Strategies (7-9% of students) Intensive Individual Interventions (1-3% of students) Adapted from George Sugai, 1996 Universal School-Wide Systems of Support (90% of students) Targeted Classroom and Small Group Strategies (7-9% of students) Intensive Individual Interventions (1-3% of students) Tertiary Secondary Primary

20. 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 Universal Interventions: Primary Prevention

21. Social skills training teach specific skills using effective instruction Reviews of over studies involving children with the most challenging behaviors (Gottfredson, 1997; Lipsky, 1996) indicate Academic curricular restructuring intensive instruction in reading Behaviorally based intervention effective use of reinforcement/punishment to facilitate success Targeted Interventions Secondary Prevention

22. Intensive Interventions Tertiary 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)

23. Summary of the Model In This Section: Prevention of juvenile offending Positive Behavioral Support Primary/Universal Secondary/Targeted Tertiary/Intensive Now: Examples

24. EXAMPLE Teaching Behavior Hands and feet to self or Respect others 2+2 = 4 Behavior: Peer Relations Academic Skill: Addition

25. 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)

26. Example: KY KIDS Schools Project  66% reduction in office referrals  64% reduction in suspensions and expulsions

27. 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

28. Time Spent Away from Academics Due to Behavior Convert Data from number of hours To “Average Hours” (standardizes data for comparisons) 61% 776.8 additional instructional hours

29. Student Days: School Suspension 76% 75% 65%

30. CTBS Scores Reading Language Math 21 19 27 42% 21 20 30 50% 26 20 30 50% Academics: Baseline - Year 1 1997 1998 1999 % Baseline Baseline Intervention Change

31. OSEP Center for Education, Disabilities, and Juvenile Justice www.edjj.org University of Maryland University of Kentucky Arizona State University Eastern Kentucky University PACER Center American Institutes of Research

32. OSEP Center for Positive Behavioral Interventions and Support http:www.pbis.org University of Oregon University of Kentucky University of Missouri University of Kansas University of South Florida

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