Positive Behavioral Support and Delinquency Prevention

1. 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

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

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 • 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 • Ethnic minority status • Aggressive, antisocial behavior • Difficulties in school • School failure (including educational disabilities) • Poverty • Broken home • Inadequate parental supervision

5. Where do you findjuvenile 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. Student Interactions with the School Students who exhibit challenging behaviors have: • 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 teacherperpetuates cycle of problem behavior (Wehby et al. 1996; Shores et al. 1996)

8. Ineffective Interventions 800 Reviews of over studies involving children with the most challenging behaviors(Gottfredson, 1997; Lipsky, 1996) indicate the smallest intervention effect-sizes for: • Counselingsending problem students to talk to the counselor • Psychotherapysending problem students to talk with psychotherapists • Punishmentreacting to behavior without facilitating success

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 RISKFACTORS OUTCOMES fall behind academically >> difficult work >> challenging behaviors >> removal from class >> Poverty School Safety Issues The Academic- Behavior Connection Poor Modeling School Exclusion ReadingDeficits Life-Long Failure

11. Kentucky Grade Level CTBS Predictors R-Square Grade 3 1. Poverty level .400 2. Attendance rate .432 3. Number of expulsions .456 Grade 6 1. Poverty level .458 2. Attendance rate .546 3. Number of suspensions .555 Grade 9 1. 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 + 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.

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

18. ALL STUDENTS •Effective instruction•Increased prompts/cues•Pre-correction •Clear expectations•Teach expectations•Facilitate success •School-wide data•Rules, routines, and physical arrangements •Functional assessment•Effective Interventions•Individuals/small #s •Planned and implemented by all adults in school UNIVERSAL SYSTEMS SCHOOL-WIDE PREVENTION 10% •Key teachers and specialists implement TARGETED INTERVENTIONS TARGETED PREVENTIONS 1-3% •Effective instruction•Crisis management plans •Wraparound planning•Alternative placements •Special Education INTENSIVE PREVENTION AND INTERVENTION INTENSIVE SERVICES

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

20. Universal Interventions:Primary Prevention • 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

21. Targeted InterventionsSecondary Prevention 800 Reviews of over studies involving children with the most challenging behaviors(Gottfredson, 1997; Lipsky, 1996) indicate • Social skills trainingteach specific skills using effective instruction the largest intervention effect-sizes for: • Behaviorally based interventioneffective use of reinforcement/punishment to facilitate success • Academic curricular restructuringintensive instruction in reading

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

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

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

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

31. OSEP Center for Education, Disabilities, and Juvenile Justicewww.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 Supporthttp:www.pbis.org • University of Oregon • University of Kentucky • University of Missouri • University of Kansas • University of South Florida

33. www.state.ky.us/agencies/behave/homepage.html Information and Links: 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