carl liaupsin & c. michael nelson department of special education and rehabilitation counseling...
TRANSCRIPT
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Carl Liaupsin & C. Michael NelsonDepartment of Special Education and
Rehabilitation CounselingUniversity of Kentucky
Positive Behavioral Support Positive Behavioral Support and Delinquency Preventionand Delinquency Prevention
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• The Students and the Problem
• A Model for Delinquency Prevention: PBS
• Examples
Agenda
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Labels for youth who manifest patterns of antisocial behavior
• Socially maladjusted (exclusion/illogical)• Juvenile delinquent (legal term/adjudicated)• Juvenile offender (age of majority/committed
a legal or status offense)
These labels are not educationally relevant• Do not relate to the characteristics or needs
of the individuals
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Risk Factors
• Ethnic minority status
• Aggressive, antisocial behavior
• Difficulties in school
• School failure (including educational disabilities)
• Poverty
• Broken home
• Inadequate parental supervision
• Lax or inconsistent parental discipline
• Coercive family interactions
• Physical abuse• Substance abuse (self or
family)• Living in a high crime
community• Criminal or delinquent
relatives or peers
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Where do you findjuvenile offenders?
• Most adjudicated youth are not incarcerated!
• Most youth (80%to90%) report having committed delinquent acts, but few are apprehended and fewer still are arrested.
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Where do you findjuvenile offenders?
• General and special education classrooms
• Alternative schools• Day treatment programs• Detention or correctional facilities
Most
Few
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How do Schools Respond to Student Behavior Problems?
• A suburban high school with 1400 pupils reported over 2000 office referrals from Sept. to Feb. of one school year
• In 1998-99, 74,565 suspensions and 3,603 expulsions were reported in Kentucky schools
ZERO TOLERANCE FOR UNDESIRED BEHAVIOR!
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School Contributions to Problem Behavior
Reactive disciplinary approach Lack of teaching about rules, expectations, &
consequences Lack of staff consistency Failure to consider and accommodate
individual student differences Academic failure
(Mayer, 1995; Sugai & Lewis, 1998; Walker, Colvin, & Ramsey, 1996)
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Counterproductive Practices in the School
• Quality of instruction for students with behavioral problems is poor (Carr, Taylor, & Robinson, 1991).
• Teachers tend to lack knowledge of special education techniques and assume they will be unable to have an effect on behaviorally challenging students (Pfannenstiel, 1993)
• Educational settings for students with behavior problems tend to focus solely on behavior, to the exclusion of academics (Johns, 1994).
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* higher rates of negative interactions with school personnel regardless of their behavior
* higher rates of punitive consequences than their peers
this tends to make behaviors worse
* lower rates academic engaged time with teacher perpetuates cycle of problem behavior(Wehby et al. 1996; Shores et al. 1996)
Student Interactions with the School
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Counseling sending problem students to talk to the counselor
Reviews of over studies involving children with the most challenging behaviors (Gottfredson, 1997; Lipsky, 1996) indicate
Punishment reacting to behavior without facilitating success
Psychotherapy sending problem students to talk with psychotherapists
Ineffective Interventions
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Students with academic failure and problem behaviors are far more likely to:
- drop out of school- be involved with the corrections system- be single parents- be involved with the social services system- be unemployed- be involved in automobile accidents- use illicit drugs
Predictable Failures
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From 8 AM - 3 PM, students with challenging behaviors fail 7 of every 10 academic trials
Nearly half of third graders in New York’s high minority public schools cannot read at all (1996)
Identified poor readers at fourth grade have a .88 probability of remaining a poor reader forever (Adams, 1988)
Schools continue to ignore research on best practice in reading instruction (Carnine, 1998)
increase likelihood of behavior problems
The Academic-BehaviorConnection
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Initial Failures Lead to Challenging Behavior
Poverty
Poor Modeling
ReadingDeficits
School Safety Issues
School Exclusion
Life-Long Failure
RISK FACTORS OUTCOMES
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Long-Term Predictable Failure
• Students with a history of chronic and pervasive behavioral problems and associated academic deficits are more likely to go to jail than to graduate from high school
• Three years after leaving school, 70% of antisocial youth have been arrested (Walker, Colvin, & Ramsey, 1995)
• 82% of all crimes are committed by people who have dropped out of school (APA Commission on Youth Violence, 1993)
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Poverty Predicts Early Failure
• Children from low income families are far more likely to have print related deficits (Adams, 1988), lower vocabulary skills, and lack of familiarity with following directions (Hart & Risley, 1995)
• Academic problems foster behavior problems(Maguin & Loeber, 1996)
• The quality of instruction for students with behavioral problems is poor (Carr, Taylor, & Robinson, 1991)
Interventions that improve academic performance co-occur with a reduction in the prevalence of delinquency (Maguin & Loeber, 1996)
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Kentucky
Grade Level CTBS Predictors R-Square
Grade 3 1. Poverty level .4002. Attendance rate .4323. Number of expulsions .456
Grade 6 1. Poverty level .4582. Attendance rate .5463. Number of suspensions .555
Grade 9 1. Poverty level .5212. Attendance rate .6283. Dropout rate .6464. Enrollment .655
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Illinois
• http://206.166.105.35/designation/indicators.htm
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Summary of the Problem
So Far• Labels & characteristics• Ineffective School Responses• Need to Predict Problems
– Academic Behavior Connection– Poverty predicts failure
Next• A Model for Prevention: PBS
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Prevention of Juvenile Delinquency
• Primary Prevention– Prevent initial offending
• Secondary Prevention– Prevent re-offending
• Tertiary Prevention– Ameliorate effects of persistent
offending
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• Positive behavior—goal is for students to develop a repertoire of appropriate skills that enable them to participate successfully in a broad range of family, school, and community settings.
• Support—a continuum of strategies provided at the appropriate level of personalization, given the strengths, needs, and preferences of the student and family.
Positive Behavior + Support =
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Positive Behavior Support
• A broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
• An integration of (a) valued outcomes, (b) the science of human behavior, (c) validated procedures, and (d) systems change to enhance quality of life and reduce problem behavior
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• Use what works
• Build capacity
• Take responsibility for all students
• Be proactive
• Work smarter
BIG PBS IDEAS
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Positive Behavior Support Model
Universal School-Wide Systems of Support
(90% of students)
TargetedClassroom and
Small Group Strategies(7-9% of students)
IntensiveIndividual
Interventions(1-3% of students)
Adapted from George Sugai, 1996
Universal School-Wide Systems of Support
(90% of students)
TargetedClassroom and
Small Group Strategies(7-9% of students)
IntensiveIndividual
Interventions(1-3% of students)
Adapted from George Sugai, 1996
Universal School-Wide Systems of Support
(90% of students)
TargetedClassroom and
Small Group Strategies(7-9% of students)
IntensiveIndividual
Interventions(1-3% of students)
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ALL STUDENTS
UNIVERSAL SYSTEMS
•Clear expectations•Teach expectations•Facilitate success
•School-wide data•Rules, routines, and physical arrangements
•Planned and implemented by all adults in school
•Effective instruction•Increased prompts/cues•Pre-correction
•Functional assessment•Effective Interventions•Individuals/small #s
TARGETED INTERVENTIONS
•Key teachers and specialists implement
INTENSIVE PREVENTION AND INTERVENTION
•Wraparound planning•Alternative placements
•Effective instruction•Crisis management plans •Special Education
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Positive Behavior Support Modeland Prevention
Universal School-Wide Systems of Support
(90% of students)
TargetedClassroom and
Small Group Strategies(7-9% of students)
IntensiveIndividual
Interventions(1-3% of students)
Adapted from George Sugai, 1996
Universal School-Wide Systems of Support
(90% of students)
TargetedClassroom and
Small Group Strategies(7-9% of students)
IntensiveIndividual
Interventions(1-3% of students)
Adapted from George Sugai, 1996
Universal School-Wide Systems of Support
(90% of students)
TargetedClassroom and
Small Group Strategies(7-9% of students)
IntensiveIndividual
Interventions(1-3% of students)
Tertiary
Secondary
Primary
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• ElementsRules
agreed upon by team - willing/able to enforceposted, brief, positively stated
Routinesavoid problem contexts, times, groupings, etc.
consistent
Arrangementsclear physical boundariessupervision of all areas
Universal Interventions:Primary Prevention
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Social skills training teach specific skills using effective instruction
Reviews of over studies involving children with the most challenging behaviors (Gottfredson, 1997; Lipsky, 1996) indicate
Academic curricular restructuring intensive instruction in reading
Behaviorally based intervention effective use of reinforcement/punishment to facilitate success
Targeted InterventionsSecondary Prevention
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Intensive InterventionsTertiary Prevention
Elements• planning for involvement of community
resources as necessary
• in-depth and continuous assessment from a variety of sources and perspectives
• write activities into formal plans where necessary (IEP)
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Summary of the Model
In This Section:
• Prevention of juvenile offending
• Positive Behavioral Support
• Primary/Universal
• Secondary/Targeted
• Tertiary/Intensive
Now:
• Examples
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EXAMPLE Teaching Behavior
• Hands and feet to self or
• Respect others
• 2+2 = 4
Behavior: Peer Relations
Academic Skill: Addition
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EXAMPLE Teachable Expectations
1. Respect Yourself -in the classroom (do your best) -on the playground (follow safety rules)
2. Respect Others -in the classroom (raise your hand to speak) -in the stairway (single file line)
3. Respect Property -in the classroom (ask before borrowing) -in the lunchroom (pick up your mess)
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Example:KY KIDS Schools
Project
66% reduction in office referrals 64% reduction in suspensions and
expulsions
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EXAMPLE Harrison School-Wide Objectives
• By the end of the year, number of referrals to SAFE will be reduced by at least 30% across all students
• By the end of the year, number of suspensions will be reduced by at least 30% across all students and minority students
• By the end of the year, reading scores will increase across each grade and across the school
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Time Spent Away from Academics Due to Behavior
Convert Data from number of hours
To “Average Hours”
(standardizes data for comparisons)
61%
776.8 additional instructional hours
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Student Days: School Suspension
76% 75%65%
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CTBS Scores
Reading
Language
Math
21 19 27 42% 21 20 30 50% 26 20 30 50%
Academics: Baseline - Year 1
05
101520253035404550
Baseline 1997
Baseline 1998
Intervention1999
Reading
Language
Math
1997 1998 1999 % Baseline Baseline Intervention Change
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Summary
• The Problem
• Prevention and Positive Behavioral Supports
• Examples
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Acknowledgements
George Sugai Hill Walker
Rob Horner Jeff Sprague
Ron Nelson Glen Dunlap
Tim Lewis Randy Sprick
Geoff Colvin Terry Scott
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OSEP Center for Education, Disabilities, and Juvenile Justice
www.edjj.org
• University of Maryland
• University of Kentucky
• Arizona State University
• Eastern Kentucky University
• PACER Center
• American Institutes of Research
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OSEP Center for Positive Behavioral Interventions and Support
http:www.pbis.org
• University of Oregon
• University of Kentucky
• University of Missouri
• University of Kansas
• University of South Florida
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Job OpportunitiesDiscussion ForumsBehavioral InterventionsLinks to Other ResourcesBehavioral ConsultationLegal InformationMore . . .
Sponsored by The University of Kentucky and the Kentucky Dept. of Education
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Questions?
Carl J. Liaupsin
C. Michael Nelson
229 Taylor Education Bldg.
University of Kentucky
Lexington, KY 40506
606-257-4713