National PBIS Leadership Forum | October 3-4, 2019, Chicago, IL

1. National PBIS Leadership Forum | October 3-4, 2019, Chicago, IL B8 - PBIS in Secure Care: Considerations for Effective Long-term Sustainability – “What Are We Getting Into?” Presenter: Michael TurnerKey Words: Juvenile Justice, Alternative Settings, Tier I

2. Miami, FL Hyatt Regency Miami March 11-14, 2020 For more information, visit:conference.apbs.org

4. What’s Up with Long-Term Sustainability in Secure Care? Yet sustainability doesn’t happen automatically

5. What Leads a Program to Lose its Previous Gains?

6. Sustainability: Planning for Long-Term Implementation Approaches to this session: • Draw on PBIS experts • Facility visits/relationships • Follow up • Tools developed for PBIS in secure care 2. Draw upon the field of organizational culture 3. Share historical user experience

7. Education and Treatment of Children (Vol. 42, No. 4, 2019) • “Sustaining PBIS in Secure Care for Juveniles” • Brenda K. Scheuermann, Texas State University • C. Michael Nelson, University of Kentucky (emeritus) • Indicates sustainability challenges despite good outcomes • Recognizes significant differences in secure care from public schools • Finds 3 general categories of practices predictive of sustainability • Exploration and Early Implementation • Monitoring and Enhancing Implementation Fidelity • Data Collection and Evaluation

8. What is “Sustainability?”

9. Secure Care Largely Has Used Public Schools’ Tools for Guidelines • Implementation Blueprint • School-Wide Evaluation Tool (SET) • Team Implementation Checklist (TIC) • Benchmarks of Quality (BoQ) • School-Wide PBIS Tiered Fidelity Inventory (TFI) • SWPBIS Tiered Fidelity Inventory Walk Through Tool (including culturally relevant enhancements)

10. Differences in Operating Cultures Abound, e.g., . . .

11. Add to Differences in Secure Care • Huge Treatment Focus • New Lenses Related to Child Development

12. One Tool Specifically for Secure Care PBIS is Available • FW-PBIS Tiered Fidelity Inventory (version 2 draft) • Recently posted at PBIS Center website, www.pbis.org • In draft form ready for market testing • Want feedback from users (comments, usability, suggestions, etc.) • brenda@txstate.eduand/or mrt109@txstate.edu

13. A Few Organizational Culture Fundamentals (ala Edgar Schein, Ph.D.)

14. Behavior change ≠ culture change

15. What is Organizational Culture? • Sum total of everything learned in an organization’s history related to the . . . • Right way to operate (to solve problems, with habits of perception, thought and feeling) • externally (mission, goals, strategies, working with public, boards, etc.) • and internally (org charts, controls, rewards and incentives, how we relate to one another, etc.) • Culture is always learned, never imposed.

16. ~ Reality (External and Internal), If Culture

18. For “Young” Organizations, Change Primarily Moves Outward from Assumptions

19. For “Mature” Organizations, Change Primarily Moves Inward from Practices

20. Exploration and Early Implementation

21. Exploration and Early Implementation PBIS Team Composition • Tiered Fidelity Inventory (v2 draft) • 6-8 reps from youth care disciplines who can provide • Behavior expertise • In depth knowledge of youth • Knowledge/authority involving facility operations • Safety/Security expertise • Youth voice • Lessons Learned • Team sizes for effectiveness • “Sacred cows” discussions • Egalitarian vs. top-down cultures • Who are the most effective two-way communicators within and across disciplines? • Well-intentioned is insufficient • PBIS team needs authority or ready access to responsive authority

22. Exploration and Early Implementation Behavioral Expectations • Tiered Fidelity Inventory (v2 draft) • 6 or fewer overarching general expectations • Expectations stated positively • Specific behaviors defined for specific locations/activities in matrix • Matrices posted in all relevant locations • Lessons Learned • Use a memorable acronym for general expectations • Process to develop expectations needs broad input and skill to bring about consensus • Something everyone can live with • Get consensus on the language used in matrix • Expect staff to use that language when instructing/reminding youth • Youth generally meet expectations, whether high or low

23. Exploration and Early Implementation Staff Involvement • Tiered Fidelity Inventory (v2 draft) • Broad input on • Expectations • Reinforcements • Definitions • Consequences • Data analyses shared widely and regularly • Input into problem-solving • Broad participation in celebrations • Lessons Learned • Important nuance between broad input and PBIS team membership • Need broad discussions on problem-solving and fidelity of practice • Pay attention to language • Make language deliberate • Consistent with matrices • Great brainstorming with broad input (rewards, incentives, etc.) • Metrics development • Quality of life and other good things • Not just reduction of bad things

24. Exploration and Early Implementation More Staff Involvement: Use Formal Processes for Input Who? Where? How?

25. Exploration and Early Implementation More Staff Involvement: Integration of Work Approaches • Underlying philosophy of what makes youth better? • How do youth grow and change? • Do diverse activities cohere with the underlying philosophy? • Focus Areas for Integration • Policies and procedures • Behavioral accountabililty • Curriculum development and training • Job descriptions and evaluations • Treatment

26. Exploration and Early Implementation Risks of Unintegrated Approaches

27. Exploration and Early Implementation Integration: Curriculum Development and Training • Critically review existing curricula for messages inconsistent with PBIS • Involve trainers to check for understanding • Be sensitive to areas of “unlearning” that need to occur • Know your best advocates of traditional approaches • Help them to identify contrasts in new approach and understand reasons • Enlist their talents as leaders • If they can’t get on board, help them to be conscious and wary of undermining • Encourage state of “open mind” • If this isn’t for them, assist them into other roles positively

28. Exploration and Early Implementation Integration: Treatment

29. Exploration and Early Implementation Example Reasons for Behavioral Acting Out • Low expectations • Confusion about proper behavior or expectations • Not knowing how to meet expectations • Underdeveloped locus of control, whether internal or external, in face of stimuli prompting a response • Symbolic use of behavior to communicate non-verbally, whether conscious or not • Testing limits to assess safety and/or supervisory staff • What are staff skills/expectations? • Do they care? Do they walk the talk? • What’s real? • Functional perspective: to get or to avoid • In service of meeting developmental milestones for autonomy, agency, voice, etc. • Depressive or manic reactions with a biochemical basis

30. Exploration and Early Implementation Tier I Helps to Isolate Underlying Issues • Low expectations • Confusion about proper behavior or expectations • Not knowing how to meet expectations • Underdeveloped locus of control, whether internal or external, in face of stimuli prompting a response • Intentional symbolic use of behavior to communicate non-verbally • In service of meeting developmental milestones for autonomy, agency, voice, etc. • Functional perspective: to get or to avoid • Testing limits to assess safety and/or supervisory staff • What are staff skills/expectations? • Do they care? Do they walk the talk? • What’s real? • Depressive or manic reactions with a biochemical basis

31. Exploration and Early Implementation Takes Some Behavioral Components Off the Table • Underdeveloped locus of control, whether internal or external, in face of stimuli prompting a response • Intentional symbolic use of behavior to communicate non-verbally • In service of meeting developmental milestones for autonomy, agency, voice, etc. • Functional perspective: to get or to avoid • Testing limits to assess safety and/or supervisory staff • What are staff skills/expectations? • Do they care? Do they walk the talk? • What’s real? • Depressive or manic reactions with a biochemical basis

32. Exploration and Early Implementation Incident Reduction Belies Reasons for Many Infractions • Low expectations • Confusion about proper behavior or expectations • Not knowing how to meet expectations • PBIS facilities reduce behavioral incidents by addressing these elements • Raises bar on treatment program quality by • Reducing distractions • Helping teams to respond and intervene more effectively

33. Exploration and Early Implementation Teaching Expectations • Tiered Fidelity Inventory (v2 draft) • Expected academic and social behaviors taught directly to youth • New admissions as well as long-standing residents • Addresses all locations/activities on expectations matrix • Lessons Learned • Think through processes for new admissions vs. reviews and reminders for others • Use examples and non-examples • Use graphic posters for reference as applicable • Caution re “consistency” • Caution re frequent vs. useful reminders

34. Exploration and Early Implementation Youth Feedback and Acknowledgement • Tiered Fidelity Inventory (v2 draft) • One or more formal acknowledgement systems for rule following behavior • Tied to overarching behavioral expectations • Implemented across locations and activities • Lessons Learned • Danger of misinterpreting PBIS as a behavior modification program • Healthy relationships are critical • Staff creativity for problem-solving can be really helpful • “Tokens” are more salient if youth physically handle them • Tangible reminders of staff’s personal value and appreciation for behavior • Staff ability to see behaviors as functions and symbolic helps them to teach replacement behaviors

35. Monitoring and Enhancing Implementation Fidelity

36. Monitoring and Enhancing Implementation Fidelity PBIS Team Operating Procedures • Tiered Fidelity Inventory (v2 draft) • Meet at least monthly • Use regular meeting format/agenda • Keep meeting minutes • Maintain current action plan • Share meeting minutes with youth care staff • Team members attend regularly and stay for entire meeting • Lessons Learned • How to take minutes matters • Share drafts quickly, then post with corrections • Track follow up activities in the minutes • Be clear about who does what, when, where, etc. • Agendas are helpful • Basic scripts are helpful to start • Review data prior to meeting • Analyze for patterns, trends • Open AND assigned responsibility

37. Monitoring and Enhancing Implementation Fidelity Staff Professional Development • Tiered Fidelity Inventory (v2 draft) • On-going, formally written and delivered processes • Orient all staff on core PBIS principles • Teaching facility wide expectations • Acknowledging appropriate behavior • Responding to major vs. minor infractions • Requesting assistance • Lessons Learned • New hire training AND on-going training needed. They are different. • Build capacity over time by teaching more about key behavioral principles • Critically review pre-existing curriculum for fit • Integration of new and old philosophies takes proactive attention • Top leadership must understand • Need for integration • Behaviors must be “unlearned” • Realistic timeline for new curriculum

38. Monitoring and Enhancing Implementation Fidelity Staff Feedback and Acknowledgement • Tiered Fidelity Inventory (v2 draft) • Formal acknowledgement systems to recognize staff who • Teach and model expected behaviors • Use rule matrices • Use youth acknowledgement systems • Use consequences for rule violations • Lessons Learned • One facility applied variation of the recommended approach • Used PBIS as a teaching technique to role model for staff how it works • Applied “live” • Staff selected values that bring them to work • Created behavioral expectations around values • Managers gave monthly feedback • Tracked progress with data

39. Monitoring and Enhancing Implementation Fidelity Access to Training, Coaching and Technical Assistance • Tiered Fidelity Inventory (v2 draft) • Sources to assist with building capacity are available in forms of • Trainers • Coaches • Technical assistance providers • Sources are available • Inside the facility • Outside the facility • Lessons Learned • Beware of “behavior trainers” in the market who espouse markedly different approaches from positive ones with multiple tiers of support • Programs that develop internal coaches over time get better outcomes • Be clear about staff competencies that coaches are trying to develop • Be clear about competencies necessary to become a talented coach • Support with a clear plan

40. Data Collection and Evaluation

41. Data Collection and Evaluation Data Collection and Data-based Decision Making • Tiered Fidelity Inventory (v2 draft) • Ready access to graphed behavior reports • Analyses review data by • Incident rates • Days • Times • Locations • People (Youth and Staff) • Groups (e.g., dorms) • Lessons Learned • Be clear about two-fold purposes of data • Fidelity assessment • Measuring progress toward desired outcomes • Seek out opportunities to practice data-based decision making • Collecting data is much different from data-based decision making • Cultivate and distribute this skill set

42. Map Opportunities to Practice Using Data

43. Leadership (broadly speaking) as Strategy • Creating “time and space” for the work to flourish • Tasks of embedding practices into organizational infrastructure • Who?, What?, Where?, When?, How? . . . . • Embedded practices, in turn, give opportunity to shape culture • Fidelity is key for PBIS • Culture driven by how leadership reacts to critical events • Culture driven by what leadership does NOT say or react to

44. Contact Info • Michael Turner • mrt109@txstate.edu