Stakeholders' View of Implementing Positive Behavioral Support in a Juvenile Justice Setting.

摘要: Abstract School-wide positive behavioral support (PBS) emphasizes the importance of using proactive strategies for defining, teaching, and supporting appropriate student behaviors. Positive behavior is increasingly being used to create school environments. While numerous public schools have successfully adopted a PBS model, minimal information known about its implementation in Juvenile Justice settings. The purpose this study was provide data on juvenile justice setting. A focus group comprised administrators, teachers, clinical personnel facility Midwestern state were asked within their Data analyzed Constant Comparative Method. Findings included eight interrelated themes: (a) ecological congruence, (b) role clarity, (c) philosophical shift agreement, (d) cache pro active / preventative strategies, (e) consistent practices, (f) logistics, (g) data-based decision making, (h) achievement outcomes. Discussion provided how themes might be guide otheriuvenile ********** focuses prevention academic social failure through three-tier system. first tier, primary universal interventions, enhancing protective factors environment prevent youth from experiencing failure. second secondary targeted providing youth, whom tier not effective, more specific strategies. third tertiary intensive whose behaviors positively affected by two tiers comprehensive individualized with additional persons (e.g., consultants, mental health, work) environments school, home, community). literature replete examples effectiveness performance across three For example, at an overall reduction 46% office discipline referrals, per disruption, 55% fighting occurred after 2 years urban elementary (McCurdy, Mannella, & Eldridge, 2003). In another school-wide efforts resulted 61% SAFE (in-school suspension) 65% out-of-school suspensions (Scott, 2001). At reductions number talk-outs, incomplete assignments, out-of-seat observed classrooms (Lohrmann Talerico, 2004). decreases problem negative student-adult interactions increases engagement activities transitions middle (Clarke, Worcester, Dunlap, Murray, Bradley-Klug, 2002). inappropriate decreased several students when interventions matched function (Newcomer Lewis, addition, provides effective Lane Mezies, 2003; Netzel Eber, 2003), Luiselli, Putnam, Sunderland, 2002; Warren et al., high Bohanon-Edmonson, Flannery, Sugai, 2004) applications as well districtwide state-wide Hawaii: Nakasato, 2000; Illinois: EBD PBIS Network-IL, 2004; New Hampshire: Muscott Oregon: Nersesian, Todd, Lemann, Watson, Virginia: Shannon, Daly, Malatchi, Kvarfordt, Yoder, 2001 initiatives. Those severe challenges restrictive settings receive supports (PBS). …