Positive Behavioral Support and Delinquency Prevention Terrance M
Positive Behavioral Support and Delinquency Prevention 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
Agenda • The Students and the Problem • A Model for Delinquency Prevention: Positive Behavior Support • Examples
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
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
Where do you find juvenile offenders? • General and special education classrooms • Alternative schools • Day treatment programs • Detention or correctional facilities Most Few
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!
Student Interactions with the School * 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)
Ineffective Interventions Reviews of over studies involving children with the most challenging behaviors (Gottfredson, 1997; Lipsky, 1996) indicate L Counseling sending problem students to talk to the counselor L Psychotherapy sending problem students to talk with psychotherapists L Punishment reacting to behavior without facilitating success
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)
Initial Failures Lead to Challenging Behavior RISK FACTORS Poverty OUTCOMES School Safety Issues Poor Modeling School Exclusion Reading Deficits Life-Long Failure
Kentucky Grade Level CTBS Predictors R-Square Grade 3 1. Poverty level 2. Attendance rate 3. Number of expulsions . 400. 432. 456 Grade 6 1. Poverty level 2. Attendance rate 3. Number of suspensions . 458. 546. 555 Grade 9 1. Poverty level 2. Attendance rate 3. Dropout rate 4. Enrollment . 521. 628. 646. 655
Illinois • http: //206. 166. 105. 35/designation/indicators. htm
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
Prevention of Juvenile Delinquency • Primary Prevention – Prevent initial offending • Secondary Prevention – Prevent re-offending • Tertiary Prevention – Ameliorate effects of persistent offending
Positive Behavior + Support = • 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 • 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
BIG PBS IDEAS • • • Use what works Build capacity Take responsibility for all students Be proactive Work smarter
• Clear expectations • Teach expectations • Facilitate success ALL STUDENTS • School-wide data • Planned and implemented by all adults in school • Rules, routines, and physical arrangements UNIVERSAL SYSTEMS • Effective instruction • Increased prompts/cues • Pre-correction • Key teachers and specialists implement • Functional assessment • Effective Interventions • Individuals/small #s TARGETED INTERVENTIONS • Effective instruction • Crisis management plans • Wraparound planning • Special Education • Alternative placements INTENSIVE PREVENTION AND INTERVENTION
Positive Behavior Support Model Levels of Prevention Intensive Tertiary Individual Interventions (1 -3%ofofstudents) Targeted Secondary Classroom and Small Group Strategies (7 -9% of students) Universal School-Wide Systems of Support (90% of students) Primary Adapted from George Sugai, 1996
Universal Interventions: Primary Prevention • Elements Rules l agreed upon by team - willing/able to enforce l posted, brief, positively stated Routines l avoid problem contexts, times, groupings, etc. consistent Arrangements l clear physical boundaries l supervision of all areas
Targeted Interventions Secondary Prevention Reviews of over studies involving children with the most challenging behaviors (Gottfredson, 1997; Lipsky, 1996) indicate Social skills training teach specific skills using effective instruction Behaviorally based intervention effective use of reinforcement/punishment to facilitate success Academic curricular restructuring intensive instruction in reading
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)
Summary of the Model In This Section: • Prevention of juvenile offending • Positive Behavioral Support • Primary/Universal • Secondary/Targeted • Tertiary/Intensive Now: • Examples
EXAMPLE Teaching Behavior: Peer Relations Academic Skill: Addition • Hands and feet to self or • Respect others • 2+2 = 4
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)
Example: KY KIDS Schools Project ¥ 66% reduction in office referrals ¥ 64% reduction in suspensions and expulsions
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
Time Spent Away from Academics Due to Behavior 776. 8 additional instructional hours Convert Data from number of hours 61% To “Average Hours” (standardizes data for comparisons)
Student Days: School Suspension 65% 76% 75%
Academics: Baseline - Year 1 CTBS Scores 1997 Baseline Reading Language Math 21 21 26 1998 Baseline 1999 Intervention % Change 19 20 20 27 30 30 42% 50%
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
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
Sponsored by The University of Kentucky and the Kentucky Dept. of Education Job Opportunities Discussion Forums Behavioral Interventions Links to Other Resources Behavioral Consultation Legal Information More. . .
- Slides: 33