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

SystemsSystems

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

DataData

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

PracticesPractices

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

inputinput

Your Suggestions & Your Suggestions & CommentsComments

cpdmiken@uky.educpdmiken@uky.edu