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Statewide Implementation of
PBIS in Secure Juvenile Care:
Lessons Learned from Two States
Jeffrey Sprague, University of OregonBrenda Scheuermann, Texas State
UniversityKristine Jolivette, Georgia State
UniversityC. Michael Nelson, University of
Kentucky
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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: 1. Describe the promise of PBIS implementation in
secure juvenile facilities2. Describe the adaptations needed to implement
facility-wide PBIS in secure juvenile facilities3. Describe intervention fidelity assessment methods4. Discuss implications for improving the juvenile
justice system
Objectives
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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.
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General Education schools
JJ Facility and Alternative Education Programs
Classroom interventions:•CICO•Social Skills Teaching•Curriculum AdaptationUniversal school-wide positive behavior supports.
FBA-based behavior support plans with social skills training to teach appropriate replacement behaviors.
FBA-based behavior support plans with social skills training•Individual treatment protocolsClassroom and Facility Supports•Individualized CICO/incentives•Security
Coordinated school- and facility-wide positive behavior supports.•Rules•Teaching•CICO•Incentive/level systems•Social Skills Groups
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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
Overview of Our Projects
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TEXAS JJ PBIS
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Texas PBIS initiative
Ongoing elements Varying degrees of
central office oversight
External technical assistance
Fidelity assessments Outcome reports to
legislature
Changing elements 2010 – 2011
External coaches 2011 – 2012
Internal coaches 2012 – 2013
No coaches 2013 – 2014
PBIS coordinators Implementation
throughout facilities
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1. Central office PBIS Leadership Team2. PBIS team at each facility3. Universal elements in place for all teams:
1. Five universal expectations2. Revised data forms (to capture major-minor
offenses)3. Data management system
4. Required universal elements (developed by facility teams):
1. Rules matrices2. Teaching plans and procedures3. Reminders4. Acknowledgement systems5. Consequences hierarchy 6. Review data*
Texas: Universal-level Elements
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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
Texas - Fidelity Assessment
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Lessons Learned from Texas
Status
TJJD is top-down, despite changes
PBIS is still not on the front burner with leadership
Facility-wide implementation is not progressing
Strategies
Central office leadership training
Education and Youth Services superintendents become agency PBIS coordinators
Establish one facility as PBIS pilot site
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Georgia JJ PBIS
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Facility-wide PBIS
DATA DECISION-MAKING
REINFORCE
TEACH & MODEL
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Georgia Adaptations – FW-PBIS
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Georgia Adaptations – Big Ideas
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NOT FOR PUBLIC SHARING OUTSIDE OF PRESENTATION
Kristine will add a slide on-site
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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
Promise within Georgia:10 months in
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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
Promise within Georgia
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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”
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”
Promise within Georgia
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Across State JJ PBIS Adaptations and
Promise
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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
Universal-level Adaptations Needed
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Improved climate for teaching, learning, living
Less minor behavior: “white noise”Greater consistency, communication among staff
Better post-incarceration outcomes?
Promise of PBIS in Secure Care Facilities
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Juvenile penology is top-down and a closed system
Punishment mold is hard to breakChange from reactive to proactive modus operandi takes time and persistence
Leadership, Communication, Collaboration are essential
Lessons Learned from All
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Brenda Scheuermann [email protected]
Mike [email protected]
Kristine Jolivette [email protected]
Jeffrey Sprague [email protected]
Thank You
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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?
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Where are you in implementation process?
Adapted from Fixsen & Blase, 2005
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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