Statewide Implementation of PBIS in Secure Juvenile Care: Lessons Learned from Two States

1. Statewide Implementation of PBIS in Secure Juvenile Care: Lessons Learned from Two States Jeffrey Sprague, University of Oregon Brenda Scheuermann, Texas State University Kristine Jolivette, Georgia State University C. Michael Nelson, University of Kentucky

2. Objectives This session will provide a rationale and guidelines for the adoption of PBIS practices in secure juvenile justice settings, including benefits for youth and staff members. Session Objectives: • Describe the promise of PBIS implementation in secure juvenile facilities • Describe the adaptations needed to implement facility-wide PBIS in secure juvenile facilities • Describe intervention fidelity assessment methods • Discuss implications for improving the juvenile justice system

3. The Promise of PBIS for Juvenile Justice Programs • PBIS is advocated as a promising approach for improving the Juvenile Justice System • Research logic • Legal and legislative remedy • PBIS practices are needed for adjudicated youth with (with and without) disabilities because: • (a) they have the same rights to a free and appropriate public education as do their peers in traditional school systems; • (b) they must be afforded the protections and services under the law that their peers with disabilities receive in general education schools; and, • (c) they need access to a comprehensive curriculum that emphasizes both academic and social skill instruction and support.

4. FBA-based behavior support plans with social skills training • Individual treatment protocols • Classroom and Facility Supports • Individualized CICO/incentives • Security FBA-based behavior support plans with social skills training to teach appropriate replacement behaviors. • Coordinated school- and facility-wide positive behavior supports. • Rules • Teaching • CICO • Incentive/level systems • Social Skills Groups • Classroom interventions: • CICO • Social Skills Teaching • Curriculum Adaptation JJ Facility and Alternative Education Programs Universal school-wide positive behavior supports. General Education schools

5. Overview of Our Projects • Texas • Initiated in response to 2009 legislative mandate • Required for secure care facilities only • 10, then 6, now 5 facilities • Large facilities (2010 – approximately 2,700 youth) • Required for Education programs only • As of 2013 • Intent to expand PBIS to all areas of facility • Georgia • Participating in an IES grant on the feasibility of PBIS across the tiers in all 28 detention- and long-term juvenile facilities

6. TEXAS JJ PBIS

7. Texas PBIS initiative Changing elements 2010 – 2011 External coaches 2011 – 2012 Internal coaches 2012 – 2013 No coaches 2013 – 2014 PBIS coordinators Implementation throughout facilities Ongoing elements • Varying degrees of central office oversight • External technical assistance • Fidelity assessments • Outcome reports to legislature

8. Texas: Universal-level Elements • Central office PBIS Leadership Team • PBIS team at each facility • Universal elements in place for all teams: • Five universal expectations • Revised data forms (to capture major-minor offenses) • Data management system • Required universal elements (developed by facility teams): • Rules matrices • Teaching plans and procedures • Reminders • Acknowledgement systems • Consequences hierarchy • Review data*

9. Texas - Fidelity Assessment • Texas • FET • twice a year for each facility • conducted by internal coach and external coach OR two external coaches • Reported results and inter-rater reliability • Developed action plans for each facility • BoQ • once a year for each facility • conducted by internal coach OR external coach • Developed action plan for each facility

10. Lessons Learned from Texas Strategies Central office leadership training Education and Youth Services superintendents become agency PBIS coordinators Establish one facility as PBIS pilot site Status • TJJD is top-down, despite changes • PBIS is still not on the front burner with leadership • Facility-wide implementation is not progressing

11. Georgia JJ PBIS

12. Facility-wide PBIS TEACH & MODEL REINFORCE DATA DECISION-MAKING

13. Georgia Adaptations – FW-PBIS

14. Georgia Adaptations – Big Ideas

15. Kristine will add a slide on-site NOT FOR PUBLIC SHARING OUTSIDE OF PRESENTATION

16. Promise within Georgia:10 months in • Adapted FET • Quarterly • Reports each time with LOP feedback • State-wide average - 59/74 • 20%+ increases since initial FET (1 month implementation) across all features • Adapted TICs • Monthly • Improvements in team processes and FW-PBIS aspects in place

17. Promise within Georgia • Decreases in • Behavioral incidents • Severity of incidents • ‘noise’ behaviors • Improvements in • Youth actively engaged in programming • Fidelity of implementation of FW-PBIS LOP • Staff self-efficacy • Positive verbal interactions between staff and youth/ staff and staff

18. Promise within Georgia Director/Staff Perspectives “Best thing this agency has done in my 30 years working here” “We are pleasantly surprised – FW-PBIS has changed this place for the better” “Staff are commenting on how programming/schedule disruptions are much better this year due to FW-PBIS” “FW-PBIS is much easier than what we used to do – our business as usual has changed – and we like it” “Now I know how to interact with the youth” “I like my job much better – this is a much more positive place” “Bullying and all that junk is down since starting FW-PBIS” “Youth are now active participants in their programming as they do not receive credit just for showing up anymore” Youth Perspectives • “It motivates me to do better” • “Its changed this place – its more positive and staff talk to us better” • “I like it – staff are now on the same page with what they want from us” • “FW-PBIS is straight forward – I know what I need to do to get what I want (reinforcers)” • “No one can take what I have earned from me – I earn it, I get it” • “Much better than level system – that was so easy to game and the scary guys got everything you earned” • “Its teaching me how to be successful for when I leave” • “Its fair” • “I like to keep one of my raffle tickets on my cot so when I am feeling down it reminds me that they care about me and I can do a good job”

19. Across State JJ PBIS Adaptations and Promise

20. Universal-level Adaptations Needed Leadership: buy-in across systems (education, treatment security, housing) Composition of PBIS leadership team: both agency and facility levels Training across range of staff, settings, shifts (initial and ongoing) Staff buy-in and fidelity of implementation Collection and use of data Expectations/rule matrixes for a variety of settings (e.g., housing, treatment & vocational programs) High rates of turnover among youth, staff

21. Promise of PBIS in Secure Care Facilities Improved climate for teaching, learning, living Less minor behavior: “white noise” Greater consistency, communication among staff Better post-incarceration outcomes?

22. Lessons Learned from All Juvenile penology is top-down and a closed system Punishment mold is hard to break Change from reactive to proactive modus operandi takes time and persistence Leadership, Communication, Collaboration are essential

23. Thank You Brenda Scheuermann brenda@txstate.edu Mike Nelsonmike.nelson@uky.edu Kristine Jolivette kjolivette@gsu.edu Jeffrey Sprague jeffs@uoregon.edu

24. Maximizing Your Session Participation Work with your team • Consider 4 questions: • Where are we in our implementation? • What do I hope to learn? • What did I learn? • What will I do with what I learned?

25. Where are you in implementation process?Adapted from Fixsen & Blase, 2005

26. Leadership Team Action Planning Worksheets: Steps • Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet • Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet • Action Planning: Enhancements & Improvements Leadership Team Action Planning Worksheet