Positive Behavior Supports in Exclusionary Schools: A Practical Approach Based on What We Know

Gagnon, Joseph Calvin; Rockwell, Sarah B.; Scott, Terrance M.

doi:10.17161/fec.v41i1.6834

Cited by 2 publications

(4 citation statements)

References 30 publications

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“…Existence of a behavior support team that represents all facility professionals is a critical component of PBIS implementation in JJ (Gagnon et al, 2008). Effective team functioning requires regular and consistent meetings and reports to staff on the proceedings of the meeting and progress with implementation.…”

Section: Discussionmentioning

confidence: 99%

“…PBIS is one multitiered approach that is used to establish a positive school climate, as well as the behavioral supports needed to reduce problematic behavior and enhance academic performance (see Bradshaw, Koth, Thornton, & Leaf, 2009). Increasingly, researchers advocate for the adoption of PBIS within residential and secure care facilities (e.g., Gagnon, Rockwell, & Scott, 2008; Jolivette & Nelson, 2010; Lampron & Gonsoulin, 2013; Nelson et al, 2009; Read & Lampron, 2012; Simonsen, Pearsall, Sugai, & McCurdy, 2011). Moreover, several state juvenile systems (e.g., Alabama, California, Georgia, Idaho, Illinois, Iowa, New Mexico, North Carolina, Texas, and Washington) have adopted PBIS to provide differentiated levels of behavioral support based on youth need within JJ in their state (Jolivette & Nelson, 2010; Read & Lampron, 2012).…”

Section: Positive Behavioral Interventions and Supports (Pbis)mentioning

confidence: 99%

“…The collection and use of behavioral data are particularly critical for identifying youth in need of more intensive supports that supplement universally delivered, instructionally based supports for youth at high risk of behavior problems and those with some limited behavioral difficulties. These more intensive (i.e., secondary and tertiary) supports may involve social skills training, counseling, peer mediation, and check-in and check-out interventions (Gagnon et al, 2008). Youth in JJ requiring intensive (i.e., tertiary) supports are provided special education and/or appropriately individualized intervention delivered in conjunction with services that address behavioral, mental health, and other (e.g., occupational or speech/language) needs.…”

Section: Positive Behavioral Interventions and Supports (Pbis)mentioning

confidence: 99%

See 2 more Smart Citations

Positive Behavior Interventions and Supports Implementation in Secure Care Juvenile Justice Schools: Results of a National Survey of School Administrators

Gagnon

Barber

Soyturk

2018

Behavioral Disorders

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Teachers of incarcerated juveniles identify student behavior problems as one of the most significant barriers to the education and rehabilitation of these youth (Houchins, Puckett-Patterson, Crosby, Shippen, & Jolivette, 2009). Researchers, policy makers, and advocates have long voiced concern that professionals in the juvenile justice (JJ) system address youth problem behavior in a reactive and punitive manner that involves undue use of force, cruel and demeaning disciplinary practices, as well as youth segregation from the school environment (Leone, 2015). The situation is exacerbated for incarcerated youth with disabilities and African American youth by the disproportionate use of punitive disciplinary practices for these populations. In a recent study, Krezmien and colleagues (2015) noted that incarcerated youth are segregated about 30 hr per week and that the aforementioned student populations are disproportionally affected. In a climate that frequently favors punitive sanctions for misbehavior over teaching and supporting desired behavior (Read & Lampron, 2012), negative consequences, including increases in youth recidivism (Lipsey, 2009) and reductions in overall facility safety (Nelson, Sprague, Jolivette, Smith, & Tobin, 2009) commonly result. Fortunately, an increasing emphasis on rehabilitation and a concerted effort to integrate evidence-based practices for addressing youth behavior in JJ is underway (Howell et al., 2013). The recent Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings (U.S. Department of Education and U.S. Department of Justice, 2014) reaffirms a commitment to addressing youth behavior problems in a constructive manner, and asserts the importance of, "A safe, healthy facilitywide climate that. .. encourages the necessary behavioral and social support services that address the individual needs of all youths, including those with disabilities and English learners" (p. iv). The Departments further advocate for the implementation of a multitiered system of behavior supports, for which there is increasing evidence of effectively improving youth behavior (e.g.,

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Section: Discussionmentioning

confidence: 99%

Section: Positive Behavioral Interventions and Supports (Pbis)mentioning

confidence: 99%

Section: Positive Behavioral Interventions and Supports (Pbis)mentioning

confidence: 99%

See 1 more Smart Citation

Positive Behavior Interventions and Supports Implementation in Secure Care Juvenile Justice Schools: Results of a National Survey of School Administrators

Gagnon

Barber

Soyturk

2018

Behavioral Disorders

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“…Consequently, the punitive priorities and approaches favored by security personnel often clash with those favored by education personnel (Gagnon, Rockwell, & Scott, 2008;Leone & Weinberg, 2010;Nelson, Jolivette, Leone, & Mathur, 2010). To further complicate matters, both education and security personnel often possess little knowledge about effective behavior management practices (Houchins et al, 2004) and security personnel, often required to hold no more than a high school diploma, possess little to no knowledge about disabilities nor do they understand how disabilities may affect behavior (Kvarfordt et al, 2005;.…”

Section: Discussionmentioning

confidence: 99%

“I’m Going to Need a Change…”: Understanding a Teacher’s Experiences in a Juvenile Corrections School

Murphy¹

2017

JEHD

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Although teachers in juvenile corrections schools face one of the most complicated landscapes in public education, there is a lack of research that provides rich and detailed accounts of teachers' understandings of their experiences and working conditions. The current research exploring teacher perceptions of their work and working conditions in this unique setting is limited to survey responses to highly structured survey instruments. The purpose of this qualitative study was to gain an understanding of the experiences of one teacher working in a juvenile corrections school through a series of three interviews. Findings suggest that due to a lack of professional learning opportunities or opportunities for social support and to build relationships with colleagues, the teacher in this study was growing to feel unfulfilled and had intentions to leave the field. The findings highlight the role working conditions play in JC schools and beyond for teacher satisfaction and commitment to their work.

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Positive Behavior Supports in Exclusionary Schools: A Practical Approach Based on What We Know

Cited by 2 publications

References 30 publications

Positive Behavior Interventions and Supports Implementation in Secure Care Juvenile Justice Schools: Results of a National Survey of School Administrators

Positive Behavior Interventions and Supports Implementation in Secure Care Juvenile Justice Schools: Results of a National Survey of School Administrators

“I’m Going to Need a Change…”: Understanding a Teacher’s Experiences in a Juvenile Corrections School

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