innovative practices in juvenile corrections: positive behavior supports c. michael nelson national...
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Innovative Practices in Innovative Practices in Juvenile Corrections: Juvenile Corrections:
Positive Behavior Positive Behavior SupportsSupports
C. Michael NelsonC. Michael Nelson
National Center for Education, Disability, National Center for Education, Disability, and Juvenile Justiceand Juvenile Justice
National Center for Positive Behavioral National Center for Positive Behavioral Interventions and SupportsInterventions and Supports
OverviewOverview
BackgroundBackground Rationale for application of Positive Rationale for application of Positive
Behavior Support in juvenile correctionsBehavior Support in juvenile corrections Overview of Positive Behavior SupportOverview of Positive Behavior Support Description of the juvenile justice/positive Description of the juvenile justice/positive
behavior support initiativebehavior support initiative
BackgroundBackground
Have been a partner in EDJJ and PBIS Have been a partner in EDJJ and PBIS centers since their inceptioncenters since their inception
Over my career, have visited, monitored, Over my career, have visited, monitored, evaluated, and worked with many evaluated, and worked with many programs in the juvenile justice systemprograms in the juvenile justice system
PBIS re-competed in 2003, signed on to PBIS re-competed in 2003, signed on to design a strategy to facilitate use of design a strategy to facilitate use of positive behavior support in juvenile justice positive behavior support in juvenile justice programsprograms
Why PBS in Juvenile Why PBS in Juvenile Corrections?Corrections?
Is proving to be an effective and efficient Is proving to be an effective and efficient alternative to harsh, inconsistent, and ineffective alternative to harsh, inconsistent, and ineffective disciplinary methods in public schoolsdisciplinary methods in public schools
Discipline provided in many juvenile justice Discipline provided in many juvenile justice facilities is not any better than in most public facilities is not any better than in most public schools--often worse, because of inconsistencyschools--often worse, because of inconsistency
Decisions about disciplinary systems in juvenile Decisions about disciplinary systems in juvenile corrections tend not to be linked to data on corrections tend not to be linked to data on youth behavioryouth behavior
What is Positive Behavior What is Positive Behavior Support?Support?
PBS is a broad range of PBS is a broad range of systemic & systemic & individualizedindividualized strategies for strategies for achieving important achieving important social & social & learning outcomeslearning outcomes while preventing while preventing problem behavior.problem behavior.
PBIS “Big Idea”PBIS “Big Idea”
Goal is to establish Goal is to establish host host environmentsenvironments that support that support adoption & sustain use of adoption & sustain use of evidence-based practicesevidence-based practices
(Zins & Ponti, 1990)(Zins & Ponti, 1990)
SYSTEMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
Positive Behavior Support
Discipline is….Discipline is….
The actions caregivers take to increase The actions caregivers take to increase youth success youth success (Charles, 1980)(Charles, 1980)..
PreventionRules,
Routines, Arrangemen
ts
ReactionPositive and
Negative Consequence
s
Discipline Works When ….Discipline Works When ….
Prevention creates more positive than Prevention creates more positive than negative consequencesnegative consequences
PunishmentReinforceme
nt(success)
4 : 1
Non-class
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
Educatio
n Program
Housing Units
Other Programs
Facility-wide System
PositiveBehavior Support
Systems in JJS Programs
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
Key word: Key word: PREVENTIONPREVENTION
PrimaryPrimary Reduce # new casesReduce # new cases
SecondarySecondary Reduce # current casesReduce # current cases
TertiaryTertiary Reduce complications, intensity, severity Reduce complications, intensity, severity
of current casesof current cases
Does this model apply to Does this model apply to programs in the JJS?programs in the JJS?
Does the proportion of incarcerated youth Does the proportion of incarcerated youth who are discipline problems approximate who are discipline problems approximate that found in public schools?that found in public schools?√ ~80%-- 1 or 0 discipline reports per √ ~80%-- 1 or 0 discipline reports per monthmonth√ 10-15%-- 2-5 per month√ 10-15%-- 2-5 per month√ 1-5%-- multiple discipline reports√ 1-5%-- multiple discipline reports
Facility-Wide Behavior Support Facility-Wide Behavior Support SystemSystem
1.1. CommitmentCommitment by >80% of staff to by >80% of staff to preventative approach to problem behaviorpreventative approach to problem behavior
2.2. PreventivePreventive facility-wide systems of facility-wide systems of proactive discipline proactive discipline
• Available to all youth, &Available to all youth, &• To which >80% of youth respond predictably & To which >80% of youth respond predictably &
successfullysuccessfully
Facility-Wide Positive Behavior Facility-Wide Positive Behavior Support SystemSupport System
3.3. Facility-wide Facility-wide leadership teamleadership team to oversee to oversee program-wide PBS & disciplineprogram-wide PBS & discipline
4.4. AdministrativeAdministrative support, leadership, & support, leadership, & participationparticipation
5.5. Data-basedData-based decision making decision making
Why Collect Discipline Why Collect Discipline Information?Information?
Decision makingDecision making Professional AccountabilityProfessional Accountability Decisions made with data (information) Decisions made with data (information)
are more likely to (a) be implemented, and are more likely to (a) be implemented, and (b) be effective(b) be effective
Key features of data systems Key features of data systems that workthat work
The data are accurateThe data are accurate The data are very easy to collect (1% of staff The data are very easy to collect (1% of staff
time)time) Data are used for decision-makingData are used for decision-making
The data must be available when decisions The data must be available when decisions need to be made (weekly?)need to be made (weekly?)
Difference between data needs at a facility Difference between data needs at a facility versus data needs for a stateversus data needs for a state
The people who collect the data must see the The people who collect the data must see the information used for decision-making.information used for decision-making.
What data to collect for What data to collect for decision-making?decision-making?
USE WHAT YOU HAVEUSE WHAT YOU HAVE Behavior Reports (BRs)Behavior Reports (BRs)
Measure of overall environment. Data are affected Measure of overall environment. Data are affected by (a) youth behavior, (b) staff behavior, (c) by (a) youth behavior, (b) staff behavior, (c) administrative contextadministrative context
An under-estimate of what is really happeningAn under-estimate of what is really happening Collect & analyze # BRs per Day per MonthCollect & analyze # BRs per Day per Month
Administrative segregation, detentionAdministrative segregation, detention Other?Other?
Examples of Data-Examples of Data-Driven Disciplinary Driven Disciplinary
PlanningPlanning
Rob Horner, George Sugai, Rob Horner, George Sugai,
Anne Todd, Teri Lewis-Palmer Anne Todd, Teri Lewis-Palmer Marilyn Nersesian, Jim WatsonMarilyn Nersesian, Jim Watson
Focus on Facility-Wide Focus on Facility-Wide System if:System if:
More than 35% of youth receive 1 or more More than 35% of youth receive 1 or more BRBR
Average number of BRs per youth is Average number of BRs per youth is greater than 2.5greater than 2.5
Focus on Non-Classroom Focus on Non-Classroom Systems ifSystems if
More than 35% of BRs come from non-More than 35% of BRs come from non-classroom settingsclassroom settings
More than 15% of youth who receive a BR More than 15% of youth who receive a BR are referred from non-classroom settings.are referred from non-classroom settings.
Focus on Classroom Systems Focus on Classroom Systems ifif
More than 50% of BRs are from classroom More than 50% of BRs are from classroom settings.settings.
More than 40% of BRs come from less More than 40% of BRs come from less than 10% of the classrooms.than 10% of the classrooms.
Focus on Individual Student Focus on Individual Student SystemsSystems
Targeted Group InterventionsTargeted Group Interventions If 10 or more youth have 10+ BRsIf 10 or more youth have 10+ BRs
Example (check-in, check-out BEP)Example (check-in, check-out BEP)
Intensive Individual InterventionsIntensive Individual Interventions Youth with multiple needsYouth with multiple needs
Intense, individualized supportIntense, individualized support Wrap AroundWrap Around Personal Futures PlanningPersonal Futures Planning Functional AssessmentFunctional Assessment
Data Decision Questions in Data Decision Questions in Juvenile Corrections Juvenile Corrections
ProgramsPrograms How many BRs occur How many BRs occur
Per day?Per day?Per week?Per week?Per month?Per month?
Where do behavior problems occur?Where do behavior problems occur?LocationLocationTime of dayTime of dayActivityActivity
How are incidents distributed among youth?How are incidents distributed among youth?
Primary Prevention:Facility-
Wide Systems forAll Youth,
Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Youth with Repeated Problem
Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Youth with
Multiple Needs
~80% of Youth
~15%
~5%
CONTINUUM OFFACILITYL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
All Staff Agree toAll Staff Agree to
A consistent set of A consistent set of rulesrules for youth behavior for youth behavior Consistent Consistent routinesroutines, especially for problem , especially for problem
areasareas Alter Alter physical arrangementsphysical arrangements associated associated
with problem areas with problem areas
Teach and ReinforceTeach and Reinforce
Rules, expectations, and routines across all Rules, expectations, and routines across all settingssettings
Reward complianceReward compliance Treat misbehavior as an error--emphasize Treat misbehavior as an error--emphasize
correction over punishmentcorrection over punishment Pre-correct--teach routines to prevent problem Pre-correct--teach routines to prevent problem
behaviors in settings where they are likely to behaviors in settings where they are likely to occuroccur
Emphasize the PositiveEmphasize the Positive
Increase ratio of positive to negative staff to Increase ratio of positive to negative staff to youth interactionsyouth interactions At least At least 4 to 14 to 1 Positive event/interaction every 5 minutesPositive event/interaction every 5 minutes Follow correction for rule violation with Follow correction for rule violation with
positive reinforcer for rule followingpositive reinforcer for rule following
Common Features of School-Wide Common Features of School-Wide Behavior Management Systems Behavior Management Systems
(Fitzsimmons, 1998)(Fitzsimmons, 1998) Total staff commitment to managing behavior, Total staff commitment to managing behavior,
whatever approach is takenwhatever approach is taken Clearly defined and communicated expectations Clearly defined and communicated expectations
and rulesand rules Consequences and clearly stated procedures for Consequences and clearly stated procedures for
correcting rule-breaking behaviorcorrecting rule-breaking behavior An instructional component for teaching students An instructional component for teaching students
self-control and social skill strategiesself-control and social skill strategies A support plan to address the needs of students A support plan to address the needs of students
with chronic challenging behaviorwith chronic challenging behavior
The Juvenile Corrections PBS The Juvenile Corrections PBS InitiativeInitiative
Develop a blueprint/self-assessment tool Develop a blueprint/self-assessment tool to guide implementation of PBS in to guide implementation of PBS in programs for juvenilesprograms for juveniles
Establish a network of trainers/coaches to Establish a network of trainers/coaches to facilitate implementationfacilitate implementation
Evaluate impact of PBS in juvenile Evaluate impact of PBS in juvenile programsprograms
How Juvenile Programs Differ How Juvenile Programs Differ from Public Schoolsfrom Public Schools
24-hour day24-hour day Multidisciplinary staffMultidisciplinary staff Primary focus is securityPrimary focus is security Educational personnel not in charge of Educational personnel not in charge of
disciplinediscipline Others?Others?
IssuesIssues
Belief that incarceration shouldn’t be Belief that incarceration shouldn’t be “positive”“positive”
Data on youth behavior aren’t Data on youth behavior aren’t systematically collected or used for systematically collected or used for decision-makingdecision-making
Data aren’t centrally collected or analyzedData aren’t centrally collected or analyzed Staff don’t communicate across disciplinesStaff don’t communicate across disciplines Others? Others?
Next StepsNext Steps
Team visits sites in which PBS is being Team visits sites in which PBS is being implemented to identify barriers, issues, & implemented to identify barriers, issues, & strategies (7/05) strategies (7/05) √ Observe√ Observe√ Interview staff, youth√ Interview staff, youth√ Conduct focus groups√ Conduct focus groups√ Meet with state Juvenile Justice leaders√ Meet with state Juvenile Justice leaders
Develop initial draft of blueprintDevelop initial draft of blueprint Circulate to PBIS work group for review and Circulate to PBIS work group for review and
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