Positive Behavior Support in Juvenile Facilities: Webinar

1. Positive Behavior Support in Juvenile Facilities: Webinar Mary Magee Quinn, Ph.D. Principal Research Scientist American Institutes for Research In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important of a student�s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBS is to establish a climate in which appropriate behavior is the norm. In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important of a student�s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBS is to establish a climate in which appropriate behavior is the norm.

2. Objectives: Understand the basic tenants of PBIS and its potential for use in the Juvenile Justice system Basic description of the components of PBIS Steps to implement PBIS Implications for use in Juvenile Justice Systems Outcome data Challenges Advantages Where to go for more information Next steps for NDTAC

3. Positive Behavioral Interventions & Supports �PBIS� is a research-based systems approach designed to enhance the capacity of schools to� effectively educate all students, including students with challenging social behaviors adopt & sustain the use of effective instructional practices

4. �School-wide Positive Behavior Support� SW-PBS is a whole-school approach to discipline that includes a broad range of systemic & individualized strategies for achieving social & learning outcomes while preventing problem behavior with all students.

7. The Focus is on: School as unit of implementation Connecting social & academic achievement Team-based leadership Investments in capacity building Conceptually sound guiding principles Data-based decision-making Sustainability of effective practices

8. An organization is a group of individuals who behave together to achieve a common goal. Systems are needed to support the collective use of best practices by individuals within the organization. The school-wide PBS process emphasizes the creation of systems that support the adoption and durable implementation of evidence-based practices and procedures, and fit within on-going school reform efforts. An interactive approach that includes opportunities to correct and improve four key elements is used in school-wide PBS focusing on: Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators. Practices: interventions and strategies that are evidence based. Data: information that is used to identify status, need for change, and effects of interventions. Systems: supports that are needed to enable the accurate and durable implementation of the practices of PBS. An organization is a group of individuals who behave together to achieve a common goal. Systems are needed to support the collective use of best practices by individuals within the organization. The school-wide PBS process emphasizes the creation of systems that support the adoption and durable implementation of evidence-based practices and procedures, and fit within on-going school reform efforts. An interactive approach that includes opportunities to correct and improve four key elements is used in school-wide PBS focusing on: Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators. Practices: interventions and strategies that are evidence based. Data: information that is used to identify status, need for change, and effects of interventions. Systems: supports that are needed to enable the accurate and durable implementation of the practices of PBS.

9. Designing School-Wide Systems for Student Success

10. Steps to Implement PBIS Establish a school-wide leadership Secure administrator support Secure a commitment from at least 80% of the staff Conduct self assessment Create an implementation action plan Regularly collect and analyze data Establish a school-wide leadership or behavior support team to guide and direct the process. This team should be made up of an administrator, grade level representatives, support staff, and parents. Secure administrator agreement of active support and participation. Secure a commitment and agreement from at least 80% of the staff for active support and participation. Conduct a self assessment of the current school-wide discipline system. Create an implementation action plan that is based data based decision making. Establish a way to collect office referral and other data on a regular basis to evaluate the effectiveness of school-wide PBS efforts. Establish a school-wide leadership or behavior support team to guide and direct the process. This team should be made up of an administrator, grade level representatives, support staff, and parents. Secure administrator agreement of active support and participation. Secure a commitment and agreement from at least 80% of the staff for active support and participation. Conduct a self assessment of the current school-wide discipline system. Create an implementation action plan that is based data based decision making. Establish a way to collect office referral and other data on a regular basis to evaluate the effectiveness of school-wide PBS efforts.

11. Practices and Systems for School-wide Positive Behavior Support Practices Define expectations Teach expectations Monitor expected behavior Acknowledge expected behavior Correct behavioral errors (continuum of consequences) Use information for decision-making Systems Admin Leadership Team-based implementation Defined commitment Allocation of FTE Budgeted support Development of decision-driven information system Formal policies

12. Example of Out of School Suspensions 2001-2003

13. What Does a 74% Decrease in Referrals Mean? Administrators and Teachers saved: 22.07 days of administrative and teaching time; and 386.25 days of instructional time.

16. Provide for predictability: Consistent set of rules Consistent schedule Pre-correct Physical arrangement Consistent routines Provide for predictability: Consistent set of rules Consistent schedule Pre-correct Physical arrangement Consistent routines

17. Teams � Teachers and Students Orientation of Youth Reinforcement System Social Skill Lessons Discipline Policy Professional Development Universal Practices

18. Targeted Group Interventions High efficiency Rapid response Targeted Group Interventions High efficiency Rapid response

19. Targeted/Intensive Interventions Change in Environment Gender Specific Floors in school Self-Contained Classroom More hands-on activities Less stimulus/agitation by other youth Academic Restructuring Curricular Improvements Instructional Strategies Differentiated instruction�less independent seat-work Lesson plans

20. ���� I am going to try to send an attachment with a couple more graphs, if you want to use them.���� �The PBIS Data 01-05� graph shows major and minor infractions across a three year span � before the February fights!� The �What started the problem� graph is a relatively new thing that we are dong that sort of reflects an FBA approach. What was the student doing when the behavior started and ���� I am going to try to send an attachment with a couple more graphs, if you want to use them.���� �The PBIS Data 01-05� graph shows major and minor infractions across a three year span � before the February fights!� The �What started the problem� graph is a relatively new thing that we are dong that sort of reflects an FBA approach. What was the student doing when the behavior started and

21. �Major Infractions� and �Minor Infractions� refer to disruptive behaviors that were severe enough to warrant what Illinois Department of Corrections refers to as a �Youth Disciplinary Report� (YDR). A Youth Disciplinary Report can be either �Major� (for more severe behaviors) or �Minor� (for less severe behaviors).� Both of these can result in real consequences for the child. Minor YDRs can carry loss of privileges.� Major YDRs can result in confinement time or even extensions of a youth�s sentence. We started PBIS at Harrisburg on December 1, 2001. This graph shows the incidence of YDRs in school prior to implementing PBIS and the 16 months immediately after implementing it.� �Major Infractions� and �Minor Infractions� refer to disruptive behaviors that were severe enough to warrant what Illinois Department of Corrections refers to as a �Youth Disciplinary Report� (YDR). A Youth Disciplinary Report can be either �Major� (for more severe behaviors) or �Minor� (for less severe behaviors).� Both of these can result in real consequences for the child. Minor YDRs can carry loss of privileges.� Major YDRs can result in confinement time or even extensions of a youth�s sentence. We started PBIS at Harrisburg on December 1, 2001. This graph shows the incidence of YDRs in school prior to implementing PBIS and the 16 months immediately after implementing it.�

22. Reduced Number of Behavior Referrals 1999-2003 4-year avg. of 11.41 2003-2004 7.88 31% reduction in ODR 2004-2005 5.74 (Aug � Jan) 50% reduction in ODR from 02/03 � The numbers reflect average ODRs/day/mo ����������� 11.41 is our baseline data--a 4-year average ����������� 7.88 is year one of implementing PBIS ����������� 5.74 is year two of implementing PBIS� The numbers reflect average ODRs/day/mo ����������� 11.41 is our baseline data--a 4-year average ����������� 7.88 is year one of implementing PBIS ����������� 5.74 is year two of implementing PBIS

23. Restraint Reduction These data shows: 46% reduction in restraints over the first 12 months 31 % reduction in year two.. What does this mean� Year one reduction represents a time savings of 15 hours per month 30 min average for the restraint and documentation for one staff to be involved in a restraint. (Most restraints involve 2 or more people.) �Skow is the name of one of our treatment units.� Skow cottage started implementing PBIS concepts about the same time as the school.� This data represents the average monthly reduction in physical restraints as a result of a targeted intervention.� The staff used data to target a number of girls who�were mild/moderate MR,�physically�aggressive, and whose behavior was primarily driven by adult attention.�� The Cottage Director changed a number of routines and staffing patterns to better meet the needs of all youth (S.A.F.E. Program--Skow's Acute Functional Environment).� When a cost analysis was completed, staff saved over 15 hours per month physically managing youth. These data shows: 46% reduction in restraints over the first 12 months 31 % reduction in year two.. What does this mean� Year one reduction represents a time savings of 15 hours per month 30 min average for the restraint and documentation for one staff to be involved in a restraint. (Most restraints involve 2 or more people.) �Skow is the name of one of our treatment units.� Skow cottage started implementing PBIS concepts about the same time as the school.� This data represents the average monthly reduction in physical restraints as a result of a targeted intervention.� The staff used data to target a number of girls who�were mild/moderate MR,�physically�aggressive, and whose behavior was primarily driven by adult attention.�� The Cottage Director changed a number of routines and staffing patterns to better meet the needs of all youth (S.A.F.E. Program--Skow's Acute Functional Environment).� When a cost analysis was completed, staff saved over 15 hours per month physically managing youth.

24. Commitments Two-three year focus for sustainable change Active administrative support and participation Administrative leadership for PBIS teams Commitment from staff (80%) Ongoing communication and support of staff Completion and use of data collection (discipline and academic data, survey, checklists) Staff participation in ongoing training

25. Challenges Facilitating a change in philosophy �incarceration should be punitive� Facilitating teamwork from staff with differing goals (education/ treatment/security) Disproportional number of individuals with disabilities Failure to systematically collect or use behavior data for decision-making Lack of staff communication across disciplines--no mandate or precedent In juvenile programs, staff come from a variety of disciplines and often have competing priorities and have received different training for how to best do their job. Differing expectations for youth depending on the environment may be unclear. Clash in treatment approaches Failure to use data. Lack of staff communication across disciplines--no mandate or precedent In juvenile programs, staff come from a variety of disciplines and often have competing priorities and have received different training for how to best do their job. Differing expectations for youth depending on the environment may be unclear. Clash in treatment approaches Failure to use data.

26. Changing Philosophy Consistent consequences vs. modifications & accommodations Establishing environments that are naturally reinforcing (5:1 positive to negative interactions) Negative consequences are necessary but do not change behavior Reacting to behavior and enforcing rules vs. providing proactive discipline Empowering youth Consistent consequences vs. modifications & accommodations for individual students (53% in the red) Establishing environments that are naturally reinforcing (5:1 pos to neg) Difficult time convincing staff that negative consequences are necessary but do not change behavior Changing the focus from staff reacting to behavior and enforcing rules to staff providing proactive discipline (i.e. recognizing triggers and preventing escalation) Empowering youth--actively involving youth in programming decisions, mentoring, student council, orientation, etc. Consistent consequences vs. modifications & accommodations for individual students (53% in the red) Establishing environments that are naturally reinforcing (5:1 pos to neg) Difficult time convincing staff that negative consequences are necessary but do not change behavior Changing the focus from staff reacting to behavior and enforcing rules to staff providing proactive discipline (i.e. recognizing triggers and preventing escalation) Empowering youth--actively involving youth in programming decisions, mentoring, student council, orientation, etc.

27. Advantages Strong results from School implementation Excellent preliminary data from Juvenile Justice facilities Cost of prevention ischeaper than the alternative!

28. Cost/Benefit of PBS in JJ: Hypothesis I can�t edit the figure�I would add �improved� or �increased� before the first three bullets under individual benefits.� I would add �decreased likelihood of recidivism� under individual benefits because we know there is a correlation between academic achievement and delinquency.� Under agency benefits I would clarify what you mean by time savings � for whom, to what extent.� Under society benefits you may want to add improved quality of life and decreased delinquent acts IF you believe that PBS will lead to decreased recidivism.� �Better prepared citizens� might need some clarification�do you mean citizens with improved academic achievement � what is the nature of their preparation/what are they better prepared for? I can�t edit the figure�I would add �improved� or �increased� before the first three bullets under individual benefits.� I would add �decreased likelihood of recidivism� under individual benefits because we know there is a correlation between academic achievement and delinquency.� Under agency benefits I would clarify what you mean by time savings � for whom, to what extent.� Under society benefits you may want to add improved quality of life and decreased delinquent acts IF you believe that PBS will lead to decreased recidivism.� �Better prepared citizens� might need some clarification�do you mean citizens with improved academic achievement � what is the nature of their preparation/what are they better prepared for?

29. Implications Policy makers Facility administrators Teachers Security staff Family members Youth Start small--single program w/in a facility or a small facility Get support from state administration--state dep�t of juvenile justice, state juvenile justice council, etc. Link to an ongoing statewide initiative--Iowa Behavioral Alliance Incorporate a data collection and decision model--SWIS Fit into existing overall treatment plan Others? Facilities had time to meet as a group and share ideas with other facilities. Being able to focus on one area at a time Training served as motivation after facing opposition in the beginning Start small--single program w/in a facility or a small facility Get support from state administration--state dep�t of juvenile justice, state juvenile justice council, etc. Link to an ongoing statewide behavioral initiative--Iowa Behavioral Alliance Incorporate a data collection and decision model--SWIS Fit into existing overall treatment plan Others? Start small--single program w/in a facility or a small facility Get support from state administration--state dep�t of juvenile justice, state juvenile justice council, etc. Link to an ongoing statewide initiative--Iowa Behavioral Alliance Incorporate a data collection and decision model--SWIS Fit into existing overall treatment plan Others? Facilities had time to meet as a group and share ideas with other facilities. Being able to focus on one area at a time Training served as motivation after facing opposition in the beginning Start small--single program w/in a facility or a small facility Get support from state administration--state dep�t of juvenile justice, state juvenile justice council, etc. Link to an ongoing statewide behavioral initiative--Iowa Behavioral Alliance Incorporate a data collection and decision model--SWIS Fit into existing overall treatment plan Others?

30. More Information Technical Assistance Center on Positive Behavioral Intervention and Supports: www.pbis.org

31. Coming Soon from NDTAC:www.neglected-delinquent.org Train the Trainers Materials: May 2006