1. 1 Taking Positive Behavior Support to Scale in Juvenile Justice Settings C. Michael Nelson University of Louisville Jeffrey R. Sprague University of Oregon Cynthia Martin NC Department of Juvenile Justice & Delinquency Prevention

2. Taking PBS to Scale in Juvenile Justice Settings 2 Agenda What “going to scale” means Public Schools Juvenile justice settings Exemplar presentation NC Department of Juvenile Justice & Delinquency Prevention Discussion

3. Taking PBS to Scale in Juvenile Justice Settings 3 Going to Scale with PBS Public Schools Building District State National –OSEP –Samsha –NIH Juvenile Justice Program Facility System (State) National –OJJDP –NASDSE

4. Taking PBS to Scale in Juvenile Justice Settings 4 Core Features of SW-PBS Relative to Scaling Up 1.Establishment of local implementation capacity 2.Continuous self-assessment 1.Intervention fidelity 2.Student outcomes 3.Evaluation and integration of multiple behavior-related initiatives 4.A commitment to long-term effort (Sugai, Horner, & McIntosh, in press)

5. Taking PBS to Scale in Juvenile Justice Settings 5 Questions to ask How can we make our behavior support process –Help students accept responsibility? –Place high value on academic engagement and achievement? –Teach alternative ways to behave? –Focus on restoring the environment and social relationships in the school?

6. Taking PBS to Scale in Juvenile Justice Settings 6 School-wide Systems of Positive Behavior Support Incorporate best practice in professional development and system change (teams) Emphasizes the use of assessment information to guide intervention and management decisions (Blueprint, EBS Survey, www.SWIS.org )www.SWIS.org Focus on increasing the contextual fit between problem context and what we know works Focus on establishing school environments that support long-term success of effective practices (3-5 years)

7. Taking PBS to Scale in Juvenile Justice Settings 7 School-wide Systems of Positive Behavior Support Local initiatives tie into district/state/national goals Expectations for student behavior are defined by a building-based team with all staff input Positive behavior support is implemented consistently by staff and administration through an instructional approach (Teach & Practice) Student behavior is monitored and staff receive regular feedback Positive behavior support strategies are designed to meet the needs of all students

8. Taking PBS to Scale in Juvenile Justice Settings 8 Lessons Learned Plan for sustained implementation & expansion early & formally Invest in & adapt evidence-based practices to local context Give priority to relevant, measurable outcomes Treat school as basic unit for change, & districts/states as main organizational units Establish demonstrations & data to enhance understanding Invest early in local implementation capacity –District/state coordinator –Coaches Emphasize continuous regeneration for efficacy, relevance, priority, & fidelity Positively reinforce successive approximations of implementer behavior

9. Taking PBS to Scale in Juvenile Justice Settings 9 The core features of PBS in JJ Emphasis on prevention Adoption of evidence-based practices (especially function-based behavior support) Development of the systems needed to support and sustain effective practices –Especially the role of the coach –Emphasis on local capacity –Data-based decision making at the local level –Adaptation of the procedures to fit each local context.

10. Taking PBS to Scale in Juvenile Justice Settings 10 How are these features different in JJ contexts Staff come from very different backgrounds with very different assumptions about problem behavior Security and safety are much more important Very high risk population: challenging to staff

11. Taking PBS to Scale in Juvenile Justice Settings 11 Implications Greater need to define and teach behavioral expectations Make the environment (a) predictable (b) consistent, (c) safe, and (d) positive High need for active instruction on appropriate behaviors. –Because kids already have learned wrong-way…you need multiple trials, and training to fluency High potential for peer-based deviancy training –Focus on contingencies in which all benefit when each does well Data –Need additional outcome measures (e.g. incident reports…physical restraint incidents..) Extra need for teamwork –Because environment is high-risk…staff need to work well with each other. –Staff members need to be able to predict and depend on each other –Greater likelihood that support is provided 24 hours…so link staff development across day.

12. Taking PBS to Scale in Juvenile Justice Settings 12 Facility-Level PBS Teams Team is different –School, law enforcement, mental health, ???? meets monthly at school –Continuous assessment of school progress and problems –Implement discipline systems Team provides staff training/coaching across the year and is continuously available Team gives status report monthly to all staff –Office Referral patterns and updates –Successes and Concerns

13. Taking PBS to Scale in Juvenile Justice Settings 13 Begin with the end in mind The goals of an initiative for JJS should focus first on student outcomes There should then be goals related to features of the JJS setting There should then be goals related to behavior of staff Establish an initiative that will produce durable effects Never train teams without training the coaches and trainers who will sustain the effort.

14. Taking PBS to Scale in Juvenile Justice Settings 14 Goals Improved behavior Improving educational outcomes Creating a safe culture and environment Better transition supports Reducing recidivism

15. Taking PBS to Scale in Juvenile Justice Settings 15 Goals Develop system for working with client behavior (staff too!) –Continuum of consequences (+/-) –Universal tone/ basic steps (i.e., de-escalation, etc.) Develop a comprehensive, coherent, rewarding, effective training system –Evaluation, rewards for performance Developing well paced achievable timeline for implementation

16. Taking PBS to Scale in Juvenile Justice Settings 16 Non-school Systems Classroom Systems Individual Student Systems Facility-wide Systems Facility-Wide Positive Behavioral Support Programs

17. Taking PBS to Scale in Juvenile Justice Settings 17 Data Collection North Carolina Juvenile Online Information Network (NC-JOIN) database of information that can aid in analyzing student demographics, behavior alerts, infractions, hearing results, person submitting behavior report, location of infraction, etc.

18. Taking PBS to Scale in Juvenile Justice Settings 18 Obstacles Funding Buy-in Staff Relationships Moving beyond Universals Conflicting Initiatives Turnover Standardization

19. Taking PBS to Scale in Juvenile Justice Settings 19 Addressing Issues Funding Streamline Initiatives Creative Incentives Support from Department of Instruction

20. Taking PBS to Scale in Juvenile Justice Settings 20 Addressing Issues Buy-in All Levels of Management Behind Initiative Student Results Change Results Communication

21. Taking PBS to Scale in Juvenile Justice Settings 21 Core Teams Representative of all branches of Department oTeachers oCounselors oPsychologists oHearing Officers oSocial Workers oSecurity oCenter for Prevention of School Violence oIntervention/Prevention oEducational Services oStaff Development Trainers oChief of Staff Office oDirectors

22. Taking PBS to Scale in Juvenile Justice Settings 22 Addressing Issues Staff Relationships Communication TET Training/Paradigm Shift Equal Representation on Committees

23. Taking PBS to Scale in Juvenile Justice Settings 23 TET Training The therapeutic environment: Creates a structured setting focused on therapeutic activities; Promotes positive relationships between youth and staff; Reinforces youth skill acquisition through focused staff-youth interactions; and Provide opportunities for youth to practice in establishing new patterns of values, thoughts, and behaviors.

24. Taking PBS to Scale in Juvenile Justice Settings 24 TET Training Motivation Enhancement Therapy Model of Care Clear Systemic Understanding of Goal: Therapeutic Environment AdequateStrongTeam StaffLeadershipWork Positive Behavior Support Therapeutic Environment Training (IMS + Core)

25. Taking PBS to Scale in Juvenile Justice Settings 25 Addressing Issues Moving beyond Universals Combining Efforts Educating all Staff Networking between all Youth Development Centers

26. Taking PBS to Scale in Juvenile Justice Settings 26 Addressing Issues Conflicting Initiatives Combining of Initiatives with Same Goals

27. Taking PBS to Scale in Juvenile Justice Settings 27 Combining of Initiatives Performance Redirection Committee Positive Behavior Support Canteen Interim Motivational System Performance Based Standards Secretary’s Youth Leadership Academy

28. Taking PBS to Scale in Juvenile Justice Settings 28 Addressing Issues Turnover TET Training as part of New Employee Orientation Training Future TET component in Basic Training for all new employees Appeal to new employees to become member of PBS

29. Taking PBS to Scale in Juvenile Justice Settings 29 Addressing Issues Standardization Legislative Mandates Policy & Procedures Safety & Security

30. Taking PBS to Scale in Juvenile Justice Settings 30 Lessons Learned Leadership support from all levels is crucial for PBS success There should be extensive student involvement in the planning and implementation of PBS PBS is a strong motivational component that has an effect on the most negative behavior

31. Taking PBS to Scale in Juvenile Justice Settings 31 Q&A Session