Positive Behavioral Interventions and Support

Introductory Focus Group
Oak Creek Facility, Oregon

Jessica Swain-Bradway, Ph.D., & Jeff Sprague, University of Oregon
Institute on Violence and Destructive Behaviors
Kristine Jolivette. Ph.D., Georgia State
Juvenile Justice PBIS Project
3 year project to develop training materials for

implementing Positive Behavioral Interventions and
Supports (PBIS) framework in Juvenile Justice facilities.
Jeff Sprague, Ph.D., University of Oregon

Jessica Swain-Bradway, Ph.D., University of Oregon
Kristine Jolivette, Ph.D., Georgia State
Oregon, California, New Mexico, Georgia, Texas, Illinois

Our job is to collaborate with line staff, supervisory
staff, treatment staff and administrators to make sure
we understand:
How the PBIS framework aligns with current systems and

practices
Contextual factors (24/7 nature of setting, intensity & complexity

of youth needs, what staff need to feel successful, etc.)
Today Where are we in the process?
Recruitment of
facilities
Tweaking of the
module to
improve
feasibility and
social validity
Repeat for first

module
Draft module
based on
evidence-based
practices (Years
1-2)
Youth focus
groups
Next module
Staff focus
groups
State level key

informant
interviews
Repeat process
Staff surveys
Staff key
informant
interviews
Implementation
of all modules
(Year 3)
Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague

jeffs@uoregon.edu Georgia State University Dr. Kristine Jolivette
Important Information
The PBIS framework is not something new for

the facility.
It is also NOT Performance Based Standards.
It aligns with what you are already doing in

many ways.
DBT framework similar to PBIS Framework
Ticket and Click-it systems are considered best

practices in PBIS framework
Current Evaluation / Levels system is similar to

Check-In check-Out
DBT Treatment options are similar to tiered
systems of supports in PBIS
Important Information
The PBIS framework will help:
Enhance the day to day operations, staff

satisfaction, and youth outcomes
Alignment, efficiency, & tools for measuring

effectiveness
Validate the practices already in place
PBIS framework has had a large degree of

success in school settings, Alternative
Education settings, and with youth with high
levels of need
Prevent problem behaviors

Increase positive behaviors (social and academic)
Todays Agenda
Overview of PBIS
Components of PBIS
Activity
Facility-Wide Positive Behavioral

Interventions and Supports
Positive Behavioral Interventions &

Supports (PBIS) Model
Systematic approach to implementing and

sustaining evidence-base practices for the
social success of all youth within a facility.
Cohesive approach to thinking about how to

achieve the ultimate goals of an organization
by aligning all branches of an organization.
PBIS Model: Conceptual foundations

1.
2.
3.
4.
5.
Applied behavior analysis,

Community health multi-tiered prevention
model (Walker et al, 1996),
Universal screening and progress monitoring
(Fuchs & Fuchs, 1986; Shin, Walker & Stone,
2002),
Merging of social and academic practices
(Algozzine & Algozzine, 2009; McIntosh, Horner,
Chard, Boland, & Good, 2006), and
Systems technology appropriate to implement
effective practices on a large scale (Fixsen,
Naoom, Blas, Friedman, & Wallace, 2005).
PBIS Model: Four Main Components

Another way to think about it
OUTCO
M
DATA
PRACTICES
Evidencebased,
preventive.
Supporting
Youth
11
ES
Supportin
g
Decision
Making
Supportin
g Social
Competen
ce &
Academic
Achievem
ent
SYSTEMS
Supporting
Staff Behavior &
Implementation
Fidelity
PBIS Model: Tiers of Support
Alignment of outcomes, practices, systems, &

data applied to all tiers of support:
Majority of youth
Small groups of youth
Individual youth
Model doesnt change

INDIVIDUALIZE AND INTENSIFY
Adapted from:
Sprague & Walker, 2004
Tertiary
Outcomes, systems, data, practices
(High-risk Youths)
Individual Interventions
(3-5%)
Secondary
(At-risk Youths)
Outcomes, systems, data, practices
Classroom & Small

Group Strategies
(10-20% of Youths)
Primary
(All Youths)
13
Outcomes, systems, data, practice
Program-wide, Culturally Relevant

Systems of Support
on Violence and Destructive
(75-85%Institute
of Youths)
Behavior Dr. Jeffrey R. Sprague
PBIS Model
Strengths:
Clarifies expectations
Provide structure
Data based decision making increases
accountability and protects youth
Weaknesses:
Often mistaken for its parts and not as the whole

model
May be viewed as competing with other models
The proactive / preventative nature may be
perceived as incongruent with Juvenile Justice
aims
PBIS Model
Tertiary
(FEW)
Reduce
complications,
intensity, severity of
current cases
REDUCE
HARM
REVERSE
HARM
Secondary
(SOME)
Reduce current cases

of problem behavior
Primary
(ALL)
Reduce new cases of

problem behavior
15 Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague

PREVENT
HARM
Check Up
In
your own words, how would you

describe PBIS?
Does
this framework make sense to
you?
Do
you think this alignment makes

sense for your facility?
Facilities using PBIS Framework What

would we expect to see?
Shared values across all staff regarding mission and

purpose
Clear expectations for behavior and learning
Clear communication staff to staff and staff to youth
Multiple tiered supports and activities to promote
valued outcomes consistently applied
A caring, inclusive climate across and between staff
and youth
Youth have valued roles/responsibilities in activities
Fit within the facility culture,
traditions, and goals
17

PBIS Team
Facility Team
Work in collaboration with all staff to take stock of current

status
To facilitate alignment of outcomes, practices, systems and data

Includes representatives from all aspects of facility (line staff,
treatment, supervisors, security, etc.)
What
What
What
What
are our valued outcomes?

practices do we have to support youth behavior?
systems do we have to support staff behavior?
data do we use to know if these are working?
After know whats in place, collaboratively develop

smarter ways to work.
Define what were doing, make sure it is congruent, measure its

impact, modify as necessary
Facility-Wide PBIS
Four Components: Outcomes, Systems, Practices,
Data
PBIS Model: Four Main Components

Facility Wide PBIS
Alignment of outcomes with practices, systems and

data.
Agreement among adults

Continuity of support
Provide starting point to examine the outcomes,

practices, system, and data across all levels of
student need.
Your role at facility-wide level:
Contribute to audits
Actively teach, remind, and acknowledge desired behaviors
Look at and use data relevant for decision-making
Outcomes
What do we want our youth to look like while they

are in the facility?
Skills?
Self-awareness?
School credits?
Adults in the facility agree with outcomes
Self-management?
Actively work to establish those outcomes

Avoid behaviors that are incongruent with those outcomes
Actively communicate those outcomes to youth
How do behaviors important inside the facility align

with behaviors important for life outside the facility?
22
Institute on Violence and Destructive

Outcomes
What
outcomes are valued and

important here?
Please take 30 seconds to think about
it and then be prepared to share.
Do
you think most staff members

would agree with this list?
Practices
Day
to day practices that support

youth in attaining those valued
outcomes
Treatment
Education
Levels
system
Acknowledgements (Tickets, Click-its)
Medical protocols
Social Skills
24

Practices
Tiered, or a continuum to address all needs
Not one type of practice

Intensify and individualized to meet youth needs
Dont all need a Band-aid and Tylenol; sometimes
we need a pat on the back, week off of work,
surgery, or a divorce.
Practices organized to allow for maximum

access
Any youth who demonstrates need gets access
Schedules are arranged to maximize treatment

Data are kept on hours required, hours received, etc.
Some practices just good for everyone
Practices
Big Idea to prevent problems: Explicitly teach,

remind and acknowledge whatever behaviors wed
like to see.
Social behaviors: self-management, peer interactions,

taking directions from adults, etc.
Academic behaviors: completing school work, earning
credits, self-management in educational setting
Common Primary practices within PBIS framework:
Facility-Wide expectations for behavior

Acknowledge youth use of those behaviors
Continuum of consequences for not following behavioral
expectations.
Practices
Facility-Wide expectations for behavior
3-5 General, positive expectations for behavior:
TEACH location and routine specific rules that align with

each expectation
Being Safe in the living areas means

Respect in the classroom means
Acknowledge youth (and staff) use of those behaviors
Be Safe, Be Respectful, Self-Manage

Perseverance, Integrity, Excellent
Tickets
Click-it
Defined and taught continuum of consequences for

not following behavioral expectations.
If youth has X behavior Y happens
Practices
What are practices in place to support youth

behavior?
Please take 30 seconds to think about it and
then be prepared to share with the group.
Do you think most staff would agree with this

list?
Are there some practices about which you
know because they are your specialty but
others would not know?
Systems
Systematic support of adult behaviors to use the

practices that support youth achievement of valued
outcomes:
Policies
Training
Communication
Regular, relevant
Regular, predictable, two-way
Common meeting time

Stress reduction / Morale building
Systematic:
29
Not willy nilly

Planned, regular, prioritized
How we do business
Systems
What systems does Oak Creek currently have

in place to support adult behavior?
Take 30 seconds to think about it and then be
prepared to share.
Do you think most staff would agree with this

list?
Are some systems more effective than others?
Data: Informs outcomes, systems and

practices
Two big questions:
Youth
Are we doing what we said wed do?

Is it working?
Which outcomes are important for the youth?

Are they responding to practices?
Are the systems in place to implement the practices as intended?
Adult
What outcomes are important for the facility?

Are they implementing the practices as intended?
Are the systems in place to support the adults?
Policies
Trainings
Resources
Data
Progress data:
Outcome data:
Skills demonstrated (GED, DBT skills)

Recidivism
Surveys:
Behavioral incidents
Educational credits, tests, assignments
Satisfaction
Preferences
Checklists:
32
Fidelity
Policies (Performance Based Standards)
Data
What sources of data do you use to make

decisions about staff and youth behaviors?
Take 30 seconds to think about it and be
prepared to share.
Do you most staff would agree with this list?

Are there data sources that are not being
tapped?
Are there data being collected but not used?
Universal Practices
Lets start at the primary level
This is the beginning of the

Nuts n Bolts of PBIS
Establish a data-based action plan
As a team
40
Establish the facility-wide behavioral expectations

Create a facility-wide behavioral matrix
Create a reinforcement protocol for youth adhering to the
behavioral matrix.

Facility-wide Behavioral Expectations

To Do
To Avoid
Ask: What behaviors do you want your

youth to display?
Expectations that cannot be applied in

every system of the facility
Select: 3-5 action words (verbs) that

reflect the behaviors you want youth to
display
Acronyms related to deviant groups
Complexity
Phrase in the positive
May form an acronym
Keep in mind level and age of youth
41

Facility-wide Behavioral Expectations

To Do
Ask: What behaviors do you want your

youth to display?
Select: 3-5 action words (verbs) that

reflect the behaviors you want youth to
display
Phrase in the positive
Any special considerations

for your facility?
Discuss
May form an acronym
Keep in mind level and age of youth
42

43

Facility-wide Behavioral Exepctations
Examples
M & Ms make responsible choices, maintain good

character, show respect to all
R& R: respect and responsibility
PRIDE: Persevere, Respect, Integrity, Discipline,
Excellence
Non-examples
44
PB & J presentable, build character, join groups

Enjoy school, work hard, be nice
The Big B - Behave

ACTIVITY
As a team, what may your facility-wide

behavioral expectations be
45
Think of several alternatives

Keep in mind the to dos and special considerations
for your facility
And as always, beg, borrow, or steal examples from
other schools/facilities which would work for you

Facility-wide Behavioral Matrix
Behavioral matrix
A visual grid with the behavioral expectations

written down the left-side and every environment
within the facility list across the top
Expectations
Settings
46

As a team, list all the environments that youth

may access within the facility
47
Sometimes it is easier to begin with a system (e.g.,

housing) and then move on to another system (e.g.,
recreation) until all systems are covered
Look for redundancy in environments (e.g.,
bathroom)
Once all environments are listed, write the
expectations down the left-side and environments
across the top

Willis Road ES
48

McEvoy MS
49

Showing
Respect
to
Self
Bus
Hallways/
Breezeways
Bathroom
Cafeteria
Morning
Gym
Media
Center/Min
i Lab
Exercise
Yard
Remain
seated
Inside voice
Watch for
your stop
Walk
Use a quiet
voice
Wash
Hands
One person
per stall
Wait in line
patiently
Use a quiet
voice
Remain
seated
Walk in
quietly
Sit in
assigned area
Talk quietly
Always
walk
Study, read,
compute
quietly
Be careful
Use
equipment
correctly
Keep you
body parts to
yourself
Use kind
words
Maintain
proper space
Stay to the
right side
Flush toilet
Give
privacy
Show good
table
manners
Keep body
and
belongings to
yourself
Use quiet
voice
Use kind
words
Share
Watch for
Others
Adults
Listen to the
driver
Follow
teacher
directions
Report
problems
to teachers
Raise hand
for help
Listen to
supervising
teacher
Follow exit
procedures
Follow
teacher
directions
Follow
directions
Listen for
time to line
up
Ruth
Hill
Keep the bus

clean
Hands off
walls
Use trash
cans
Use trash
cans
Keep water
in sinks
Clean your
area
Follow exit
procedures
Pick up trash
Take all
personal
items
Handle
books/com
puters with
care
Return
books on
time
Pick up trash
Take care of
equipment
Others
50

As a team, select a box

Related to the setting and the specific behavioral
expectation, what would that actually look like
at your facility?
Ideas should be positively stated

Ideas can cross several environments per behavioral
expectation
Ideas per box should be 2 to 4 in number
Repeat for the remaining boxes
51
Members can partner for this

Ask what if per idea sometimes ideas best fit in
other boxes
Expectation
Looks
52
like
Sounds
like
Facility-wide Behavioral Matrix:

Considerations
Behavioral matrices are used within all

environments of the facility
Where are some of these environments include

you want to be sure to include?
How will you make the matrices durable and
visible?
Will youth assist in developing the matrices?
53

More Nuts n Bolts
Arrange for high-fidelity implementation
How do you increase the chances people

will actually adhere to these expectations?
Instructional protocols for each rule and
environment per system
Reinforcement protocols for
Staff
who implement FW-PBIS with fidelity

Youth who engage in the behavioral
expectations
54

Instructional Protocols
Telling is not teaching and being told is not

the same as being taught
Instructional protocols
Detailed yet flexible text so that all staff
Assist youth by
55
Have the same set of expectations

Use the same prompting acronym
Stay consistent across systems
Have guidance on how to interact and work with youth
Promoting environmental predictability
Prevention of jiggling pandoras box
These protocols can unify staff and youth across

the facility
Should be
Applicable across systems

Easy to implement by any staff
Explicitly taught to staff with on-going support and
boosters
tweaked based on the data
Avoid
56

The premise
Model, lead, test
The basic components of an instructional protocol
57
Behavioral expectation
The environments it includes (it is likely that some
environments may need different protocols)
Instructional examples
Instructional non-examples
Youth activities (practice)
Follow-up
Monitoring plan keep it simple
Possible Instructional Protocol Format

Behavioral Expectation
Facility
Environments:
Examples
Instructional
Non-Examples
Youth Activities
Follow-up
Activities:
Monitoring Plan:
58

No Matter the Instructional Protocol Format

It Should be Tailored to Promote Youth Success
59

Reinforcement Protocols
Premise
The leadership team teaches, models, and

reinforces staff implementation
Establishes and encourages new behaviors
To change youth behavior, we need to change

adult behavior
Staff who implement FW-PBIS

Youth who engage in behavioral expectations
Influences FW-PBIS fidelity

Provides a venue for equal and fair
opportunities to earn reinforcement
60

Reinforcement Protocol Staff Buy-In
Initial thoughts
Initial thoughts
Staff are paid to do a job so why give them

something extra
Youth should know to behave
Just because one behaves does not mean you are
reinforced
These kids are in detention and should not be
reinforced for that
Research in reinforcement tells us that it is a

powerful tool for behavior change, regardless
of our personal beliefs.
61

Reinforcement Protocol Staff Buy-In
Two questions;
1.
2.
To what degree is there a problem with climate?

To what degree is this model an appropriate
solution?
. What
would your staff / personnel say about the

first question?
. What information would they need before they
could answer the second question, and how can
you deliver this information?
Christensen, 2008
Is there a Problem? Is PBIS the Solution?
There is a problem with

current facility climate
Broad
Consensus
Management /
Policy
Drop the PBIS
Language
Research / Data,
Training
Build systems
NO
Consensus
PBIS the PBISers

to keep morale
high, Training
Management /
Policy
Broad
Consensus
PBIS is the way we can improve the

climate
Is This Catching Them Being Good?
65

Reinforcement Method
Think of a method of reinforcement which reinforces

both youth and staff at the same time
Youth engaging in behavioral expectations AND

Staff reinforcing those expectations
GOTCHAs, coupons, tangible points, electronic data-base, levels

system, click it punch cards.
Things to consider
66
Keep it simple and cost effective

Keep contraband rules in mind
Minimize ones (youth and/or staff) ability to make
counterfeit
Make it transportable and feasible across all facility
environments
Keep it manageable
Reinforcement Possibilities
Youth Ideas
Staff Ideas
School supplies
Preferred shift
One time use scented hygiene items
Parking space close to door
Extra phone time
School supplies for teachers
Extra visitation time
First vacation pick
New shirt/pants/socks
Administrator takes a duty / class
Time 1:1 with adult of choice
67

Reinforcement Protocol
Now that we have a reinforcement method, what

next?
As a team, brainstorm ideas for the youth
reinforcement protocol related to
How reinforcement will be delivered

Who will deliver reinforcement
When will reinforcement be delivered
What can be earned by accrued reinforcement
The schedule for cashing in reinforcement
How reinforcement will be measured
68
Who is in charge of this

How will tangibles be obtained and where secured
Numbers accrued by youth
Numbers delivered by staff
In Summary
PBIS is a multi component, systematic

approach to implementing the evidence based
practices that meet the needs of your
population.
Practices are just a small part of that system,
often the easiest to plan and implement.
Full implementation of PBIS requires training
for all personnel (beyond a workshop).
PBIS implementation is intended to shift the
climate toward one that is positive, proactive,
systematic, data-driven and supportive of
youth outcomes.
Action Planning
70

Many thanks!
Jessica Swain-Bradway, Ph.D.
Institute on Violence and Destructive Behavior
jswainbr@uoregon.edu
jeffs@uoregon.edu

Positive Behavioral Interventions and Support

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Introductory Focus Group

Oak Creek Facility, Oregon

Juvenile Justice PBIS Project

3 year project to develop training materials for

Jeff Sprague, Ph.D., University of Oregon

Oregon, California, New Mexico, Georgia, Texas, Illinois

How the PBIS framework aligns with current systems and

Contextual factors (24/7 nature of setting, intensity & complexity

Today Where are we in the process?

Repeat for first

State level key

Institute on Violence and Destructive Behavior Dr. Jeffrey R. Sprague

The PBIS framework is not something new for

It is also NOT Performance Based Standards.

It aligns with what you are already doing in

DBT framework similar to PBIS Framework

Ticket and Click-it systems are considered best

Current Evaluation / Levels system is similar to

The PBIS framework will help:

Enhance the day to day operations, staff

Alignment, efficiency, & tools for measuring

Validate the practices already in place

PBIS framework has had a large degree of

Prevent problem behaviors

Facility-Wide Positive Behavioral