The positive behavioral interventions and supports (PBIS) framework has been applied for over two decades in public schools throughout the country. More recently it has been adopted, or is being considered for adoption, by an increasing number of states and facilities providing residential or secure care for juvenile offenders. During…

Youth with disabilities are significantly overrepresented in the juvenile justice system, yet they are generally less successful post-release in the domains of recidivism, school completion, and employment as compared to their nondisabled peers. The purpose of this literature review is to identify empirical transition practices that benefit youth…

The pace of implementation of PBIS in restrictive settings for juvenile offenders is accelerating. Recommendations for future research include the following: examine effects of PBIS on preventing entry into the school-to-prison pipeline, identify factors that influence PBIS implementation, develop the capacity of restrictive settings to engage in…

This article provides a rationale and guidelines for the adoption and implementation of positive behavior interventions and supports (PBIS) in secure juvenile justice settings, including benefits for youth and staff members. The rationale for extending PBIS to juvenile justice settings based on the authors' collective work in numerous states and…

This study explores the effect of basic versus enhanced transition services on the recidivism of youth with disabilities in juvenile detention. The article describes the transition services provided and shares the results of a year-long, randomized, single blind, quasi-experimental study of post-release recidivism. Results indicate that youth with…

School-wide positive behavior interventions and supports (SW-PBIS) is a framework for creating safe and effective learning environments and cultivating a positive educational climate. Researchers show that SW-PBIS can improve behavioral outcomes, while demonstrations of a causal relationship between improvements in students' academic achievement…

The purpose of this study was to examine the differences in the perceptions of juvenile justice teachers in Georgia, Louisiana, and Ohio. Juvenile justice teachers (n = 542) completed an extensive attrition and retention survey with a 98% response rate. Comparisons were made between states, type of facility (short or long-term), gender, and…

This study focused on school-level approaches to curriculum, as well as school, principal, and student characteristics in juvenile corrections (JC) schools for committed youth. A national random sample of 131 principals from these schools responded to a mail and on-line survey. No statistically significant differences existed between respondent…

Currently, there is limited research about the relationship between academic, mental health needs, and special education status among populations of incarcerated youth. Additionally, little is known about differences between special education and general education students, or about differences between detained and committed populations. This…

This article provides an overview of previously reported prevalence data on youth with disabilities who reside in juvenile correctional facilities; reports data from a recent survey of state facilities for juveniles; and briefly discusses teacher preparation programs designed for special educator working in juvenile correction facilities.…

This case study examined the relationship between an educational agency and a human service agency in providing services to juvenile offenders in a county-operated correctional facility as they transition to the local public school system. It urges juvenile justice and public school systems to work together to effectively meet the needs of this…

Interviews with 40 incarcerated juvenile female offenders found they typically reported failing 1 or more grades; more than having serious arrest; using drugs prior to crimes and as part of their lifestyle; and acting intentionally, and most often with others, to commit crimes. Critical factors included academic deficiencies, siblings who were…

The majority of youth in corrections have had negative school experiences and below average academic achievement. Longitudinal research indicates that both academic failure and a negative life-long trajectory are a probability for many youth confined to correctional facilities. Given the high number of youth from ethnic and cultural minority…

This article describes how effective systems of positive behavioral support can be used in alternative educational settings as a means of primary, secondary, and tertiary prevention for at-risk and adjudicated youth. Special concerns and specific strategies for this population are discussed across the range of placement alternatives. (Contains…

The present study examined prisoner perceptions of effective teacher behavior. A survey was administered to prisoners (N = 371) containing ten statements of teacher behavior. Results revealed significant differences between ratings of teachers perceived to have taught the prisoner the "most" and teachers perceived to have taught the…