Innovative Practices in Juvenile Corrections Positive Behavior Supports
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 n n Background Rationale for application of Positive Behavior Support in juvenile corrections Overview of Positive Behavior Support Description of the juvenile justice/positive behavior support initiative
Background n n n 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 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? n n n 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 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 (Zins & Ponti, 1990)
Positive Behavior Supporting Decision Making Supporting Staff Behavior SYSTEMS PRACTICES Supporting Student Behavior DATA
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 Reinforcement (success) 4: 1 Punishment
Classroom Setting Systems m o ro ms s s ste a l c Sy n g o N ttin Se School-wide Positive Behavior Support Systems Ind ivi du Sy al S ste tu ms den School-wide Systems t
Positive Behavior Support Systems in JJS Programs Housing Units m O the a gr Ed a uc it on o r P rog Facility-wide System ram s
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% ~15% Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings ~80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior
Key word: PREVENTION n Primary n n Secondary n n Reduce # new cases Reduce # current cases Tertiary n Reduce complications, intensity, severity of current cases
Does this model apply to programs in the JJS? n 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%-- 2 -5 per month √ 1 -5%-- multiple discipline reports
Facility-Wide Behavior Support System Commitment by >80% of staff to preventative approach to problem behavior Preventive facility-wide systems of proactive discipline 1. 2. • • Available to all youth, & To which >80% of youth respond predictably & successfully
Facility-Wide Positive Behavior Support System 3. 4. 5. Facility-wide leadership team to oversee program-wide PBS & discipline Administrative support, leadership, & participation Data-based decision making
Data
Why Collect Discipline Information? n n n Decision making Professional Accountability Decisions made with data (information) are more likely to (a) be implemented, and (b) be effective
Key features of data systems that work n n n The data are accurate The data are very easy to collect (1% of staff time) Data are used for decision-making n The data must be available when decisions need to be made (weekly? ) n Difference between data needs at a facility versus data needs for a state n The people who collect the data must see the information used for decision-making.
What data to collect for decision-making? n USE WHAT YOU HAVE n Behavior Reports (BRs) Measure of overall environment. Data are affected by (a) youth behavior, (b) staff behavior, (c) administrative context n An under-estimate of what is really happening n Collect & analyze # BRs per Day per Month n Administrative segregation, detention n Other? n
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: n n More than 35% of youth receive 1 or more BR Average number of BRs per youth is greater than 2. 5
Focus on Non-Classroom Systems if n n More than 35% of BRs come from nonclassroom settings More than 15% of youth who receive a BR are referred from non-classroom settings.
Focus on Classroom Systems if n n More than 50% of BRs are from classroom settings. More than 40% of BRs come from less than 10% of the classrooms.
Focus on Individual Student Systems n Targeted Group Interventions n If 10 or more youth have 10+ BRs n n Example (check-in, check-out BEP) Intensive Individual Interventions n Youth with multiple needs Intense, individualized support n Wrap Around n Personal Futures Planning n Functional Assessment n
Data Decision Questions in Juvenile Corrections Programs n n n How many BRs occur Per day? Per week? Per month? Where do behavior problems occur? Location Time of day Activity How are incidents distributed among youth?
CONTINUUM OF FACILITYL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% ~15% Primary Prevention: Facility. Wide Systems for All Youth, Staff, & Settings ~80% of Youth Tertiary Prevention: Specialized Individualized Systems for Youth with Multiple Needs Secondary Prevention: Specialized Group Systems for Youth with Repeated Problem Behavior
Practices
All Staff Agree to n n n A consistent set of rules for youth behavior Consistent routines, especially for problem areas Alter physical arrangements associated with problem areas
Teach and Reinforce n n Rules, expectations, and routines across all settings Reward compliance 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
Emphasize the Positive Increase ratio of positive to negative staff to youth interactions At least 4 to 1 n Positive event/interaction every 5 minutes n Follow correction for rule violation with positive reinforcer for rule following n
Common Features of School-Wide Behavior Management Systems (Fitzsimmons, 1998) n n n Total staff commitment to managing behavior, whatever approach is taken Clearly defined and communicated expectations and rules Consequences and clearly stated procedures for correcting rule-breaking behavior 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
The Juvenile Corrections PBS Initiative n n n Develop a blueprint/self-assessment tool to guide implementation of PBS in programs for juveniles Establish a network of trainers/coaches to facilitate implementation Evaluate impact of PBS in juvenile programs
How Juvenile Programs Differ from Public Schools n n n 24 -hour day Multidisciplinary staff Primary focus is security Educational personnel not in charge of discipline Others?
Issues n n n Belief that incarceration shouldn’t be “positive” Data on youth behavior aren’t systematically collected or used for decision-making Data aren’t centrally collected or analyzed Staff don’t communicate across disciplines Others?
Next Steps n n n 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 Circulate to PBIS work group for review and input
Your Suggestions & Comments n cpdmiken@uky. edu
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