ABA and Juvenile Justice: Taylor
The Pond County Juvenile Corrections Facility works with youth ages 13-18. Due to an increase in challenging behavior among the youth, particularly loud arguing during transition times, fighting and refusal to complete schoolwork, the staff at the facility collaboratively implemented facility-wide positive behavior support. They communicated clear expectations about behavior and provided examples for specific times of the day (i.e., after lunch youth return their trays, clean up their tables and walk to their afternoon activity). The staff provided models of the expected behavior, had students practice and provided encouragement. The staff provided verbal praise when they observed youth engaging in expected behaviors. Additionally, a point system was implemented. Youth who submitted all their school assignments on time over the course of a week received points. At the end of each month, points could be used to purchase small prizes. The facility staff tracked the number of instances of challenging behavior during transition times, total number of fights during transition time, and average rate of completion of schoolwork. When youth entered the facility and upon their departure, they completed a survey regarding their perception of the program. Facility staff also completed a survey at the beginning, middle and end of each year.
In the above example, the following principles of ABA are represented:
- Positive Reinforcement. Youth receiving verbal praise and earning points for expected behavior; points are traded up for prizes.
- Use of Data Monitoring. Surveys, tracking of school work completion.
For some of the youth at the Pond County Juvenile Corrections Facility, the Tier 1 level of support will not have an impact of their behavior. Four youth who are new to the facility have been observed to engage in challenging behavior during transition times during the day. At least one to two times per week, these youth yell and push other their peers during these transition periods. The facility staff observed the youth over multiple days and times and completed an Antecedent-Behavior-Consequence (ABC) chart. The results of the ABC suggest that all three students may be engaging in these challenging behaviors for attention. The facility staff implement a group level support for these four students – a skills group designed to increase their communication skills and their understanding of the expected behaviors throughout the day. For example, they create social stories that describe expected behaviors during transition times. The youth learn strategies for asking staff members what activity is coming next. They practice these strategies during the skills group using modeling and role-playing strategies. In addition, the facility staff have a youth confederate check-in with each of the group members right before a transition to a new activity to review expectations. Staff members monitor the success of these interventions via direct observation.
In the above example, the following principles of ABA are represented:
- ABC Data Collection. Observations in which the antecedent, challenging behavior and consequence are recorded over multiple days and times.
- Antecedent Intervention. Peer check-in with encouragement, skills group.
- Positive Reinforcement. Positive feedback given.
One youth, Taylor, continues to struggle with being successful during transition times and with his schoolwork. Taylor yells and/or pushes other youth between six to ten times per day. Taylor engages in this challenging behavior during transition periods (i.e., before/after meals, in-between activities) and during instructional time for language arts. In order to understand why Taylor is engaging in this behavior and to design effective interventions, the staff members who work directly with Taylor and administrators meet to plan and implement a Functional Analysis, a strategy for confirming the function maintaining a challenging behavior. The results of the FA suggest that Taylor’s challenging behavior is escape-maintained – his challenging behavior has been reinforced by the removal of assignments. Together, they develop a support plan for Taylor that involves providing a daily schedule of his activities so he knows what to expect throughout the day. In addition, the staff teach Taylor to request assistance during language arts work time. When it is time to transition, the staff give Tony a specific role, like making sure the lights are turned off in the cafeteria. Taylor likes that job because it is unique and it is a clear signal that meal time is ending. These interventions are successful in decreasing Taylor’s problem behavior
In the above example, the following principles of ABA are represented:
- Functional Assessment. Data collection and analysis to determine the function of the challenging behavior.
- Teaching Alternative Behaviors. Request assistance.
- Antecedent Intervention. Daily schedule, privilege of turning lights off.
For more information on Applied Behavior Analysis visit the Minnesota Northland Association for Behavior Analysis: