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Carl Liaupsin & C. Michael Nelson Department of Special Education and Rehabilitation Counseling University of Kentucky Positive Behavioral Support and.

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Presentation on theme: "Carl Liaupsin & C. Michael Nelson Department of Special Education and Rehabilitation Counseling University of Kentucky Positive Behavioral Support and."— Presentation transcript:

1 Carl Liaupsin & C. Michael Nelson Department of Special Education and Rehabilitation Counseling University of Kentucky Positive Behavioral Support and Delinquency Prevention

2 The Students and the Problem A Model for Delinquency Prevention: PBS 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? Most adjudicated youth are not incarcerated! Most youth (80%to90%) report having committed delinquent acts, but few are apprehended and fewer still are arrested.

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

7 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!

8 School Contributions to Problem Behavior 3 Reactive disciplinary approach Lack of teaching about rules, expectations, & consequences Lack of staff consistency Failure to consider and accommodate individual student differences Academic failure (Mayer, 1995; Sugai & Lewis, 1998; Walker, Colvin, & Ramsey, 1996)

9 Counterproductive Practices in the School Quality of instruction for students with behavioral problems is poor (Carr, Taylor, & Robinson, 1991). Teachers tend to lack knowledge of special education techniques and assume they will be unable to have an effect on behaviorally challenging students (Pfannenstiel, 1993) Educational settings for students with behavior problems tend to focus solely on behavior, to the exclusion of academics (Johns, 1994).

10 *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

11  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

12 Students with academic failure and problem behaviors are far more likely to: -drop out of school -be involved with the corrections system -be single parents -be involved with the social services system -be unemployed -be involved in automobile accidents -use illicit drugs Predictable Failures

13  From 8 AM - 3 PM, students with challenging behaviors fail 7 of every 10 academic trials  Nearly half of third graders in New York’s high minority public schools cannot read at all (1996)  Identified poor readers at fourth grade have a.88 probability of remaining a poor reader forever (Adams, 1988)  Schools continue to ignore research on best practice in reading instruction (Carnine, 1998)  increase likelihood of behavior problems The Academic-Behavior Connection

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

15 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)

16 Poverty Predicts Early Failure Children from low income families are far more likely to have print related deficits (Adams, 1988), lower vocabulary skills, and lack of familiarity with following directions (Hart & Risley, 1995) Academic problems foster behavior problems (Maguin & Loeber, 1996) The quality of instruction for students with behavioral problems is poor (Carr, Taylor, & Robinson, 1991) Interventions that improve academic performance co- occur with a reduction in the prevalence of delinquency (Maguin & Loeber, 1996)

17 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

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

19 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

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

21 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 =

22 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

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

24 Positive Behavior Support Model 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)

25 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

26 Positive Behavior Support Model and 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

27 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

28 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

29 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)

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

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

32 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)

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

34 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

35 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

36 Student Days: School Suspension 76% 75% 65%

37 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

38 Summary The Problem Prevention and Positive Behavioral Supports Examples

39 Acknowledgements George SugaiHill Walker Rob HornerJeff Sprague Ron NelsonGlen Dunlap Tim LewisRandy Sprick Geoff ColvinTerry Scott

40 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

41 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

42 Job Opportunities Discussion Forums Behavioral Interventions Links to Other Resources Behavioral Consultation Legal Information More... Sponsored by The University of Kentucky and the Kentucky Dept. of Education

43 Questions? Carl J. Liaupsin cjliau0@pop.uky.edu C. Michael Nelson cpdmiken@pop.uky.edu 229 Taylor Education Bldg. University of Kentucky Lexington, KY 40506 606-257-4713


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