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An Exploratory Survey of the Perceived Value of Coaching Activities to Support PBIS Implementation in Secure Juvenile Education Settings
Abstract
Coaching is one component used to facilitate implementation of positive be-havior intervention and supports (PBIS) with fidelity, and to help bridge the gap between training and implementation in real-world settings. This explor-atory survey examined elements related to PBIS coaching as support for de-veloping and implementing a statewide PBIS initiative in the educational set-tings of secure care juvenile correctional facilities. Facility PBIS team members and external PBIS coaches were surveyed to solicit feedback on the need for and value of specific coaching activities and factors that acted as facilitators and barriers to PBIS implementation. Both groups of respondents reported that administrator support, time to carry out PBIS responsibilities, and access to coaching and technical assistance are important for effective implementa-tion of PBIS in secure settings.
... Positive outcomes reported included a 46% reduction in behavioral incident reports, a 21% increase in school attendance, and an increase in the number of career and technology certifications earned. Scheuermann et al. (2013) explored PBIS coaching during implementation of PBIS at juvenile correction facilities. The results indicated administrator support and access to coaching are key to effective PBIS implementation. ...
Children and youth with mental health issues and learning difficulties are common in the juvenile justice system and finding ways to effectively rehabilitate, treat, and educate them is complicated, yet imperative. In this article, we examine the prevalence rates of mental health disorders in youth involved in the juvenile justice system, discuss the myriad challenges involved youth face, present differences related to gender and race/ethnicity as well as provide information associated with how best to assist these youths. Additionally, significant influences such as cultural, behavioral, and educational issues related to detained youth will be presented. Developing a better understanding of the challenges faced by detainees as well as recognizing barriers to treatment and rehabilitation are key. Further, identifying effective support systems for rehabilitation and transition are addressed.
... Coaching is an intervention that is often coupled with other forms of TDIs. In particular, some have posited that coaching best follows training interventions so that it can occur as individuals are implementing the skills learned during such training (Scheuermann et al., 2013). For instance, Shunk, Dulay, Chou, Janson, and O'Brien (2014) coupled coaching with a multifaceted intervention that included TB, checklist development, and training intervention components that were collectively focused on the use of huddles within a health-care clinic setting. ...
Organizations regularly make significant investments to ensure their teams will thrive, through interventions intended to support their effectiveness. Such team development interventions (TDIs) have demonstrated their value from both a practical and empirical view, through enabling teams to minimize errors and maximize expertise and thereby advance organizational gains. Yet, on closer examination, the current state of the TDI literature appears so piecemeal that the robustness of extant scientific evidence is often lost. Accordingly, we seek to provide a more cohesive and dynamic integration of the TDI literature, evolving thinking about TDIs toward a system of interventions that can be optimized. Drawing on the existing theoretical and empirical literatures, we first broadly define TDIs. We then offer an in-depth look at the most common types of TDIs, in terms of summarizing the state of the science surrounding each TDI. Based on this review, we distinguish features that make for an effective TDI. We then advance a more integrative framework that seeks to highlight certain interventions that are best served for addressing certain issues within a team. In conclusion, we promote a call for evolving this robust yet disjointed TDI literature into a more holistic, dynamic, and intentional action science with clear empirical as well as practical guidance and direction.
... Moreover, effective PD is linked to implementation fidelity and the sustainability of PBIS (George, George, Kern, & Fogt, 2013). It is evident, for example, that coaching and observation of exemplars of PBIS implementation within the JJ contexts are important components of PBIS-related PD (Lewis et al., 2010;Scheuermann et al., 2013). ...
Despite the prevalence of Positive Behavioral Interventions and Supports (PBIS) for addressing student behavior in public schools, little information exists on the extent and consistency of implementation efforts in secure juvenile justice (JJ) schools. Reports of fidelity to core PBIS processes and components are needed to determine the ubiquity of comprehensive efforts and link implementation to outcomes. All 301 JJ schools in the United States were sent a survey and we report on responses from 143 (47.5%) principals. The survey focused on (a) use of multitiered systems of behavior supports; (b) organizational leadership and training; (c) expectations and consequences; (d) behavior response, monitoring, and oversight; and (e) crisis prevention and management. Approximately 84% of respondents identified alignment with a multitiered framework for behavioral supports. However, fewer supports were available to youth with more serious behavioral needs (i.e., at Tiers 2 and 3). Additional results, implications, and recommendations are provided.
... Positive outcomes reported included a 46% reduction in behavioral incident reports, a 21% increase in school attendance, and an increase in the number of career and technology certifications earned. Scheuermann et al. (2013) explored PBIS coaching during implementation of PBIS at juvenile correction facilities. The results indicated administrator support and access to coaching are key to effective PBIS implementation. ...
Children and youth with mental health issues and learning difficulties are common in the juvenile justice system andfinding ways to effectively rehabilitate, treat, and educate them is complicated, yet imperative. In this article, weexamine the prevalence rates of mental health disorders in youth involved in the juvenile justice system, discuss themyriad challenges involved youth face, present differences related to gender and race/ethnicity as well as provideinformation associated with how best to assist these youths. Additionally, significant influences such as cultural,behavioral, and educational issues related to detained youth will be presented. Developing a better understanding ofthe challenges faced by detainees as well as recognizing barriers to treatment and rehabilitation are key. Further,identifying effective support systems for rehabilitation and transition are addressed.
Incarcerated girls have disproportionately higher rates of physical, emotional, and sexual abuse compared with their nonincarcerated peers. Failure to address this trauma and abuse can lead to mental health disabilities such as anxiety, depression, post-traumatic stress disorder, and anti-social behaviors. Many girls who experience trauma engage in criminal behaviors as a response to these unresolved issues. The punitive nature of correctional confinement only exacerbates their mental health disabilities. This article examines the correctional confinement experiences for girls with mental health disabilities in the United States, where there is a large population of incarcerated girls, and Costa Rica, a country with fewer incarcerated girls. Policy changes are suggested to minimize the punitive nature of correctional confinement and to enhance the services and support systems available to incarcerated girls with mental health disabilities.
The positive behavior interventions and supports (PBIS) framework is a well-researched framework used to teach, model, and reinforce positive behavior in schools across the country. Many residential and juvenile facilities have adopted the PBIS framework to fit a 24/7 delivery model spanning facility environments and activities (known as facility-wide PBIS [FW-PBIS]); this implementation is still in its early stages. While many FW-PBIS leadership teams report improved outcomes when implementing FW-PBIS, many continue to struggle to gain initial buy-in from youth and staff as well as sustain buy-in after initial implementation. We offer suggestions from the field to promote buy-in from key stakeholders within residential and juvenile settings.
Coaching is an important component in multi-tiered systems of support (MTSS) such as school-wide positive behavioral interventions and supports (SWPBIS), but little is known about which coaching activities are most related to sustained implementation of this school-wide framework. A survey was developed to examine the amount of receipt and perceived importance of coaching activities delivered to SWPBIS school teams. Respondents included SWPBIS team members ( n = 264) implementing Tier 1 SWPBIS for at least 3 years in 138 districts across nine states. Partial correlations were conducted on a subsample of schools ( n = 131) using the Benchmarks of Quality (BoQ) to assess self-reported implementation fidelity to examine the extent to which each coaching activity was associated with fidelity of implementation of SWPBIS. Results indicated Assisting With Team Action Planning, Assisting With Data Collection, and Sharing Knowledge of SWPBIS Systems were perceived as most important to SWPBIS sustainability. Partial correlations showed two activities were statistically significant and positively correlated with SWPBIS fidelity of implementation: Running Data Reports for the Team and Modeling SWPBIS Implementation. Implications for assessing and differentiating coaching supports delivered to schools are discussed.
The success of positive behavioral interventions and supports (PBIS) in typical schools has led to interest in applying PBIS in alternative settings, including secure care programs for incarcerated juveniles. PBIS holds promise for positively impacting youth behavior in this context. In this discussion article, we describe unique characteristics of secure care and strategies to enhance PBIS implementation and sustainability.
Alternative Education Placements (AEPs) are unique and complex settings that serve students with varieties of needs and strengths, though in practice such settings may be used most frequently to serve students with serious challenging behavior. Although research supports a number of individual interventions for students with emotional and behavioral disorders (EBD), including intensive, individualized interventions, less is known about adapting such interventions for AEPs, and especially about the potential for AEPs to adopt a flexible, positive, multitiered framework for behavior and school climate. Emerging evidence suggests that Positive Behavioral Interventions and Supports (PBIS) can be integrated into alternative education settings with careful planning. This chapter provides (1) an overview of AEPs, (2) a description of six steps recommended for integrating PBIS into AEPs, and (3) a brief overview of recent literature regarding PBIS in AEPs. © 2019 by Emerald Publishing Limited All rights of reproduction in any form reserved.
The pace of implementation of PBIS in restrictive settings for juvenile offenders is accelerating. Recommendations for future research include the following: examine effects of PBIS on preventing entry into the school-to-prison pipeline, identify factors that influence PBIS implementation, develop the capacity of restrictive settings to engage in data-based decision making, create models of professional development to facilitate implementation with fidelity, and evaluate the impact on recidivism. Ongoing efforts to reform the systems and practices within these settings must include PBIS. To accomplish these goals, leadership must adopt a long-term vision for PBIS efforts and researchers should contribute to this vision by informing implementation practice and linking practices to outcomes through effective decision-making.
The practices of school-wide positive behavior supports (SWPBS) are dependent on teachers to implement them in their classrooms; thus, gaining the “buy-in” and support of teachers is a critical step in reaching full, building-wide implementation. One step toward achieving this support may be to gain a better understanding of the perceptions and practices of teachers. To this end, 69 preservice and practicing teachers were provided four fictitious student scenarios and asked to describe potential social, behavioral, emotional, and academic needs and the method in which they would address the needs of these students. Written responses were analyzed using a grounded theory approach, and major themes related to social, emotional, and behavioral supports were identified. Across all responses, we noted both common themes and tensions in teacher perceptions that may have important implications for SWPBS. Differences in responses were noted by level of teaching experience. Different trends were also noted in the responses of teachers in schools implementing SWPBS and those in schools without SWPBS. Detailed results, study limitations, and implications for future research are discussed.
Improving our knowledge of the number of incarcerated youth with disabilities can as- sist educators, other professionals, and policymakers to develop more effective services for youth. This article reports the findings of a national survey conducted to determine the number of youth identified as having disabilities in the juvenile corrections systems in the United States. The data show that, when compared to the national average, there is an overrepresentation of students iden- tified as having disabilities, especially emotional disturbance, in those systems.
The authors aimed to compile a list of barriers and facilitators to providing incarcerated youth with a quality education. They asked 78 teachers in the juvenile justice system what they perceived to be the top 3 barriers and facilitators to providing incarcerated youth with a quality education. The authors used the constant comparative method to analyze the data, and they developed the following 9 themes: personnel concerns, academics, student concerns, discipline, materials and supplies, parental involvement, funding, communication, and facilities. These themes serve as a foundation for discussing how to improve the quality of education for incarcerated youth. The authors discuss results in terms of what teachers and administrators can do to improve the quality of education of incarcerated youth.
Youth who are incarcerated in secure detention and commitment settings display acomplex array of educational, behavioral, and mental health issues that affect the services they require, as well as their responsiveness to interventions. Yet, seldom are these needs understood or taken into account when providing services in secure care settings. In this article, research documenting what is known regarding the characteristics of incarcerated youth is summarized.Current research on the use of evidence-based interventions and services for youth in secure settings is reviewed next. Finally, the limitations of existing research and practice and the use of response to intervention (RtI) for linking youth characteristics to research-based strategies are discussed.
Previous meta-analyses have identified many effective interventions for reducing the recidivism of juvenile offenders and various program factors that are asso-ciated with the best outcomes. Most of that work has been focused on only one interven-tion area and thus has limited scope. Notable exceptions are two relatively comprehensive meta-analyses that have identified a small number of factors or princi-ples that appear to characterize the most effective programs. This paper presents a new analysis of data from one of those meta-analyses designed to test a broader range of intervention factors in a manner that allows identification of both the general principles and the distinct intervention types associated with the greatest reductions in recidi-vism. Only three factors emerged as major correlates of program effectiveness: a "thera-peutic" intervention philosophy, serving high risk offenders, and quality of implementation. With other variables statistically controlled, relatively few differences were found in the effectiveness of different types of therapeutic interventions. Meta-analytic reviews of research on the effects of interventions with juvenile offenders have provided ample evidence that a rather broad range of such The construction of the meta-analysis database on which the analyses in this paper are based was supported in part by grants from the National Institute of Mental Health, the Office of Juvenile Justice and Delinquency Prevention, and the Russell Sage Foundation. Thanks to Paul Gendreau, James Howell, and Darin Carver for useful comments on this paper.
We report a randomized, wait-list controlled trial assessing the effects of school-wide positive behavior support (SWPBS). An effectiveness analysis was conducted with elementary schools in Hawaii and Illinois where training and technical assistance in SWPBS was provided by regular state personnel over a 3-year period. Results document that the training and technical assistance were functionally related to improved implementation of universal-level SWPBS practices. Improved use of SWPBS was functionally related to improvements in the perceived safety of the school setting and the proportion of third graders meeting or exceeding state reading assessment standards. Results also document that levels of office discipline referrals were comparatively low, but the absence of experimental control for this variable precludes inference about the impact of SWPBS. Implications for future research directions are offered.
The popularity and success of positive behavioral interventions and supports (PBIS) in public schools across the United States has led professionals to advocate for its implementation in secure juvenile settings. Statewide implementation efforts have been mounted in several jurisdictions, and a number of secure facilities are applying it with success in specific programs within facilities or across entire facilities. However, information regarding the issues faced when attempting to adapt PBIS for secure 24/7 settings, and strategies for addressing these, is not widely available. In this article, we initiate a discussion of this process as a means to improve youth behavior. As noted in the introduction to this special issue, on any given day, approximately 93,000 youth are held in secure residential care (Nation-al Juvenile Justice Network, 2009). The goal of the juvenile justice system is to rehabilitate youth and help them return to society as law-abiding and productive citizens, yet there is scant evidence that this goal is being achieved. One reason is public and policy makers' belief in ''get tough'' policies on juvenile crime and misbehav-ior, resulting in the criminalization of youth behavior and the placement of youth with serious mental health problems and related disabilities in secure custody. Based on recidivism data, incarcerated youth appear not to benefit from their experience in secure care. An estimated 55% of committed youth released from state incarceration are rearrested for juvenile or adult offenses (Lipsey, 2009). Nearly 6 in 10 youth with a prior offense return to juvenile court before they turn 18 years old (Snyder & Sickmund, 2006).
Systems of positive behavior support (PBS) that positively affect student performance involve consensus among stakeholders, the development of environments that facilitate student success, effective teaching of rules and procedures, and consistent consequences for behavior. Evaluation of such systems requires schools to collect data to assess performance and to use that information to make data-based decisions. However, surveys indicate that data collection and data-based decision making are among the most difficult components of PBS for school personnel to tackle. This article examines in-person coaching strategies and data use. Individual school results are analyzed in relation to the school's School-wide Evaluation Tool (SET) scores. A discussion of how coaches may more efficiently assess schools' readiness for coaching styles and content includes suggestions for how coaches might use a range of available assessment tools.
Schoolwide Positive Behavioral Interventions and Supports (SWPBIS) is a universal, schoolwide prevention strategy that is currently implemented in over 9,000 schools across the nation to reduce disruptive behavior problems through the application of behavioral, social learning, and organizational behavioral principles. SWPBIS aims to alter school environments by creating improved systems and procedures that promote positive change in student behavior by targeting staff behaviors. This study uses data from a 5-year longitudinal randomized controlled effectiveness trial of SWPBIS conducted in 37 elementary schools to examine the impact of training in SWPBIS on implementation fidelity as well as student suspensions, office discipline referrals, and academic achievement. School-level longitudinal analyses indicated that the schools trained in SWPBIS implemented the model with high fidelity and experienced significant reductions in student suspensions and office discipline referrals. (Contains 1 table and 5 figures.)
Teachers, like athletes, are more likely to adopt new ways of doing their jobs if they are coached, and they are also likely to get worse before they get better. This article describes the coaching of teachers and includes an interview with a football coach to illustrate parallels with athletics. (PGD)
The juvenile justice system in the United States is experiencing a social movement aimed at responding to the mental and emotional problems of delinquent youths. Ironically, this movement arose in the wake of a decade of reform in juvenile justice that had set aside the system's 100-year tradition of rehabilitation for delinquents in the interests of their punishment and a primary emphasis on public safety. This article describes the recent juvenile justice and mental health movement, discusses the circumstances that motivated it, and provides examples of its progress. Now that the movement has taken hold, however, its future is threatened by several unintended consequences of the motives and strategies of those who succeeded in promoting the movement. Those potential perils are described with an eye to reducing their impact, thereby sustaining the movement and its potentially positive effects.
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