|System-Wide Applications of Behavior Analytic Models in Schools|
|Sunday, May 24, 2020|
|9:00 AM–9:50 AM |
|Marriott Marquis, Level M4, Independence D|
|Area: EDC; Domain: Service Delivery|
|Chair: Shantel Pugliese (The Faison Center)|
|Discussant: Autumn Kaufman (Virginia Department of Juvenile Justice)|
|CE Instructor: Shantel Pugliese, M.S.|
Opportunities for the application of behavior analytic principles in public education settings has increased significantly in recent years. Often, resources are limited and not always equitably distributed. The majority of these services have targeted individuals diagnosed on the autism spectrum. As the principles and strategies of behavior analysis are not bound to diagnosis, the utilization of implementation science to create a system-wide model of student support can increase service provision and maximize student outcomes. This symposium examines the application of similar, tiered systems of support to what could appear to be vastly different settings. The first, a small rural elementary public school setting, and the second, the Local Education Agency supporting the only maximum security juvenile justice facility in the state of Virginia. The systematic implementation of both programs will be shared as well as student outcome data and programmatic fidelity measures. Presenters will expand on the sustainability as well as potential replication across settings for their respective programs.
|Instruction Level: Basic|
|Keyword(s): Juvenile Justice, PBIS, Public School, System-Wide Intervention|
|Target Audience: |
Board Certified Behavior Analysts or Board Certified Assistant Behavior Analysts who are interested in learning more about the implementation of system-wide interventions in public schools and correctional facilities.
|Learning Objectives: At the conclusion of the presentation, participants will be able to: 1. Identify characteristics of tiered support 2. List key elements needed to implement a tiered system of support 3. Describe the impacts of exclusionary discipline practices|
|Tiered Behavioral Service Model Within a Public School System: Intensive Behavior Program Reduces Exclusionary Discipline|
|CHRISTINE M WELGAN (Supervisor of Behavior Analytic Services, Clarke County Public Schools), Ashley Bowman-Matheson (Clarke County Public Schools), Tina Tomalesky (Clarke County Public Schools)|
|Abstract: To address growing behavioral concerns and punitive disciplinary actions in general education classrooms, a tiered model of behavior analytic service delivery, referred to as The Intensive Behavior Program, was proposed and implemented across two elementary schools during the 2018-2019 school year. The Intensive Behavior Program functioned as a department of services rather than a classroom location and was under direct supervision of the Supervisor of Behavior Analytic Services for the division. The goal of the Intensive Behavior Program was to create and deliver individualized programming to 1) extinguish or reduce interfering behaviors, 2) teach replacement and desired behaviors, and 3) remediate skill deficits, in order to return students to successful full inclusion with their grade level peers. Results from the 2018-2019 school year demonstrated an 85% reduction in exclusionary discipline (out-of-school suspension, in-school suspension, and time out) at one school and a 78% reduction at the second school. (Individual student outcome data will also be discussed during presentation.) Based on these results, the program continues to be implemented at two elementary schools and has expanded to the division’s middle school for the 2019-2020 school year, with potential to create a cohesive system-wide intervention model for other divisions to follow.|
Bringing a More Proactive Approach to a Traditionally Punitive Setting Within a Juvenile Correctional Facility
|JAMES C. SANTOYO (Virginia Department of Juvenile Justice), Autumn Kaufman (Virginia Department of Juvenile Justice), Evelyn Gonzalez-Ortiz (Virginia Department of Juvenile Justice), Jay Lane (Virginia Department of Juvenile Justice), Kara Judy (Virginia Department of Juvenile Justice), Penney Baker (Virginia Department of Juvenile Justice)|
To increase students’ academic engagement and reduce disciplinary removals from an academic environment within a juvenile correctional facility, a Multi-Tiered System of Support (MTSS) through Positive Behavioral Interventions and Supports (PBIS) was proposed and implemented. The goal of this program was to 1) educate juvenile staff on the principles of behavior analysis, 2) increase students’ academic engagement, and 3) reduce disciplinary removals from class. A token economy and basic classroom management techniques were implemented to provide staff with the opportunity to attempt to reinforce students’ engagement, academic performance, and other appropriate classroom behavior. Results at conclusion of the 2018-2019 school year demonstrated a significant reduction in disciplinary removals from class. The results also demonstrated a significant decrease in the total duration students spent out of class due to school disciplinary removals. This allowed the teaching staff to better support the implementation of their academic curriculum. Based on these results, the program continues to be implemented and calls for a facility-wide behavior management program utilizing evidence-based practices.