Introduction
In a 1995 National Education Goals Report, “a lack of discipline” was the top challenge facing American schools. In response to this, schools over the last decade have started to “get tough” by implementing reactive and punitive policies such as zero tolerance and “three strikes and you are out” legislation. Research has shown, however, that using punishment alone, without teaching or reinforcing pro-social behavior, is ineffective and has been associated with increases in aggression, vandalism, truancy, and dropout rates (Mayer, 1995; Mayer & Sulzer-Azaroff, 1990; Skiba & Peterson, 1999).
 Juvenile justice facilities across the country face great challenges. Youth who enter facilities come with serious mental, health, educational, and social needs. According to one national study, upon entering the juvenile justice system, the typical inmate, age 15.5 years and in the ninth grade, reads at the fourth-grade level (Project READ, 1978). Most of these youth lag two or more years behind their peers in basic academic skills and have higher rates of retention, absenteeism, and suspension. In addition, incarcerated youth suffer from learning disabilities and mental and behavioral problems in much higher proportions than the rest of the youth population (Quinn, Rutherford, Leone, Osher, & Poirier, 2005). Juxtaposed with myriad challenges faced by juvenile justice facility staff in their work with youth who are neglected, delinquent or at risk, research has consistently shown that academic achievement can be linked to reduced rates of recidivism and increased pro-social behavior (Katsiyannis & Archwamety, 2000; White, 2002; Wolford, Purnell, & Brooks, 2000). These statistics make the urgency for sound education in youth facilities all the more pressing.
How can schools and juvenile justice facilities decrease discipline and antisocial behavior problems and create environments conducive to teaching and learning? A systematic approach to positive behavior support and discipline has long been the standard approach to classroom management used by successful practitioners. These practitioners create environments using positive strategies and processes that facilitate socially competent behaviors rather than just punish inappropriate behaviors. Designed to prevent behavior problems before they occur, socially competent environments:
- Emphasize teaching appropriate behaviors rather than just punishing unwanted behavior
- Match the level of intervention resources to the level of behavioral challenge
- Design and integrate multiple systems that address the full range of behavioral challenges
- Create environments that facilitate the ultimate goal of increasing academic achievement for all students
Rather than simply directing individual students to change inappropriate behaviors, the Positive Behavioral Interventions and Supports (PBIS) model (also referred to as the Positive Behavioral Supports model, or PBS) considers the larger context for behavior—the classroom, school, family, and community (Egnor, 2003). “Attention is focused on creating and sustaining environments that improve educational results for all students, thereby making problem behaviors less effective and relevant, and desired behavior more functional” (Horner & Carr, 1997). These environments teach or encourage pro-social responding, especially for the relatively small number of students who are at risk for adopting antisocial lifestyles.
To encourage the use of PBIS, the Office of Special Education Programs (OSEP) at the U.S. Department of Education funded a center to study the use and outcomes of PBIS, and to facilitate the use of PBIS in schools by disseminating training and technical assistance to school districts nationwide. Since the initial funding of the Center on Positive Behavioral Interventions and Supports (Center on PBIS) in 1998, a great deal has been learned about the compilation of effective practices, interventions, and systems change strategies necessary to create and maintain socially competent learning environments. When the Center on PBIS was renewed by OSEP in 2004, its mission was broadened to include juvenile detention and correctional facilities.
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