AUGUST 2014, VOLUME 4, NUMBER 8
 

IN THIS ISSUE 

Positive Behavioral Interventions and Supports 

(PBIS) 

Interrupting Violence in Boston Before It Turns 

Deadly 

Announcements and Upcoming Events 

• Training opportunities 

News and Views 

• Reports, Guidelines, and Briefs 

• News 

• Other Resources 

SCHOOL BEHAVIORAL
 SUPPORTS STRENGTHEN
 PREVENTION EFFORTS: THE 

FORUM EMBRACES PBIS 

by Alison Lake Benadada 

School systems, which are at the core of 

every community and significantly influence 

youth behavior, are integral to any broad 

efforts to reduce violence in communities. To 

help mitigate youth behavior problems and 

causes, many school districts and state 

departments of education employ the Positive 

Behavioral Interventions and Supports (PBIS) 

framework in schools. The PBIS framework is 

used to guide selection, integration, and 

implementation of best practices for improving 

behavior in all students. 

In 2013 the Forum built on its own existing 

initiatives to prevent youth violence by adding 

PBIS to its broader strategy. The Forum's 10 

cities now receive technical assistance to fully 

implement PBIS in schools. 

Learning Disabilities, Low Classroom 

IN BOSTON'S MATTAPAN 

NEIGHBORHOOD, FIVE WORK

TO INTERRUPT VIOLENCE 

by Dave Marsden 

Murder is horrific and inerasable. The crime itself is usually 

solved. But its repercussions devastate family and friends 

(both the victim's and the perpetrator's), haunting them with 

questions such as Why did this happen? and How could it 

have been prevented? 

In our Forum cities, a single act of murder can have 

consequences that reach far and persist for generations, 

affecting the community in ways that are extremely difficult to 

foresee and respond to. But what if conflict could be 

interrupted before it escalated to violence, or violence 

interrupted before it turned deadly? 

A Countervailing Community Presence 

Boston, Mass., has had a "Streetworkers" program for 30 

years that supports individuals in all of Boston's communities. 

Forty Streetworkers connect them to critical services, deal 

with disputes, and solve problems. In 2011 the Boston 

Community-Based Violence Prevention Demonstration 

Project grant was awarded by the Office of Juvenile Justice 

and Delinquency Prevention. Its three goals were to 

Target young "shooters." 

Intervene with shooters and their families in a public 

health–oriented effort. 

Strengthen the Ceasefire Program effort in Boston to 

ensure that it was keeping up with the changing nature 

of Boston's gang culture. 

Five Violence Interrupters were hired to meet these goals and 

to augment the Streetworkers who already served in the 

Mattapan neighborhood, which had become a hot spot for 

violence. Mattapan, on Boston's South Side, had become a 

"hot spot" for violence. The five interrupters were stationed in 

the community to begin tracking potential shooters and 

prevent them from becoming perpetrators. 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Skills Risk Factors for Violent Behavior 

The overlap of youth violent behavior with 

other life factors is clear. Youths with learning 

disabilities are more likely to engage in violent 

behavior (Mallett 2011). Many at-risk youths 

also lack basic academic, social, and problemsolving skills and have experienced abuse. 

In addition to these risk factors, concerns 

about bullying and youth safety have 

influenced priority initiatives for violence 

prevention in schools (Sugai et al. 2011). 

Schoolwide PBIS is a universal, schoolwide 

prevention strategy that is currently 

implemented in more than 20,000 schools 

nationwide to reduce disruptive behavior 

problems through the application of 

behavioral, social learning, and organizational 

behavioral principles (Farkas et al. 2012). A 

growing literature base supports the efficacy of 

schoolwide PBIS interventions, particularly in 

students identified with emotional disturbance 

(Farkas et al. 2012). PBIS has been shown to 

reduce suspensions and encourage students 

to follow rules more consistently (Ward 2010; 

Barnoski 2001). 

At schools that implement the PBIS 

framework, staff members receive PBIS 

coaching, support, and materials and attend 

in-service training, workshops, and 

conferences. PBIS training materials address 

student behavior and guide staff through the 

process of designing a schoolwide discipline 

plan. The trainings guide teachers to improve 

their classroom management plans and tailor 

strategies to increase motivation and improve 

behavior (NREPP 2011). 

"Within 1 year of implementation in 10 

schools," notes Andria Amador, director of 

behavioral health at Boston Public Schools, 

"we've seen an improvement in social 

behaviors and a decrease in problem 

behaviors. We are excited about the potential 

for further improvement in additional schools." 

A Framework for Improving Behavior 

The PBIS framework, which dates to the late 

1990s, is an evidence-based model of 

proactive strategies for defining, teaching, and 

supporting appropriate student behaviors to 

promote positive school environments and 

reduce youth violence (Ward 2010). It is data 

driven, prevention based, and implemented 

through a layered continuum of practices and 

systems (Sugai et al. 2011). The goals of the 

PBIS framework are to improve conditions for 

learning, to decrease violent youth behaviors, 

'Some Want to Be Interrupted, Some Don't' 

All five Violence Interrupters have lived in the Mattapan 

neighborhood, and two still do. They each work shifts from 

noon to 8:00 p.m. each day, excluding Sundays, and 

coordinate with police to stop violence before it happens. 

Their job is to identify those at high risk of becoming 

shooters. Their work with gang decision-makers is critical. 

"But some of them want to be interrupted, and some don't," 

says Shawn Webb, who is the Youth Services Unit manager 

for the city and supervisor to some of the Violence 

Interrupters. 

Webb adds: "While they work with police, and relations are 

good, they do not cross a line that would make it unsafe for a 

gang member to be seen talking to an interrupter." This 

interruption strategy relies on mutual trust. 

In 3 Years: Results 

From year end 2010 to year end 2013, Mattapan saw a 23.4 

percent decrease in total part 1 crime, thanks in no small part 

to the Violence Interrupters. 

"The Violence Interrupters are doing a wonderful job in 

Mattapan," says Boston Police Commissioner William Evans. 

"They are focused on the right individuals and are making 

strong connections with them to steer them away from gun 

violence. Together with our many partner agencies and the 

community, the Violence Interrupters are making a real 

difference in our citywide strategy to prevent and reduce 

youth violence." 

Options, Not Advice 

Arthur, 35, is one of the Violence Interrupters who still lives in 

Mattapan. He notes that his personal and professional life 

merge as he guides and directs those in need of care and 

compassion. He seeks out people who are isolated. When he 

and his fellow interrupters see an individual in such 

circumstances, they know one thing: No one wants to be 

isolated. 

"We are not coddling people," says Arthur. "We are giving 

them options so that they can make better choices. They 

prefer options and choices to advice." 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

and to enhance relationships between and 

among leaders in juvenile justice, education, 

and the community, using systemic supports 

that enable accurate, durable, and scalable 

implementation (Fixsen et al. 2005). 

PBIS works from the premise that respect,

attention, acknowledgment, and praise

coax the best from students. 

PBIS addresses disruptive behavior with the 

following components (Sugai et al. 2011): 

1. A schoolwide curriculum that
 

emphasizes targeted social skills
 

instruction
 

2. Positive school and classroom social 

cultures where teaching and learning 

are emphasized 

3. Challenging and engaging instructional 

practices that maximize academic 

success for all students 

4. Continual, positive, and active 

supervision and monitoring of student 

behavior and learning 

5. Regular, frequent, and positive 

acknowledgments and reinforcement of 

student success 

6. Active involvement of all students and 

family, faculty, and community members 

7. Multiyear and multicomponent
 

approaches to implementation
 

8. Adults who model the same positive 

social behaviors and values expected of 

students 

Forum Adopts PBIS

The Forum operates on the premise that youth 

and gang violence in communities can be 

more effectively addressed through 

comprehensive planning and coordination. 

The PBIS framework is based on the same 

spirit of coordination and overlaps significantly 

with Forum areas of emphasis. The Technical 

Assistance Center on PBIS, initially funded in 

1998, is a program of the Education 

Department's Office of Special Education 

Programs. Its coordination with the Forum 

builds on shared goals of preventing youth 

'How Could It Have Been Prevented?' 

By Arthur's estimate, 97 percent of the violence in Mattapan 

used to be the outgrowth of a single murder in the early 

1990s that turned into a feud between two extended families 

and carried on throughout the decade. Even today, by 

Arthur's reckoning, 7 percent of the violence in the 

neighborhood can be traced to that feud. Murder is 

inerasable. 

What is the ultimate goal of the interrupters? To interrupt 

youths and young adults from committing murders and keep 

them from spending the rest of their lives wishing they could 

take back 3 seconds—the 3 seconds when they took a life. 

NEWS & 

VIEWS 

Reports
 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

violence with evidence-based practices, 

increasing awareness about youth and gang 

violence, and jointly building local capacity for 

solutions. 

Grants Boost Forum Cities' Resources 

Boston, Mass.; Camden, N.J.; Chicago, Ill.; 

Detroit, Mich.; Memphis, Tenn.; Minneapolis, 

Minn.; New Orleans, La.; Philadelphia, Pa.; 

and Salinas and San Jose, Calif., have been 

working to prevent youth violence across the 

spectrum. These 10 Forum cities were 

awarded initial 12-month grants in 2013 from 

the Education Department's Office of 

Elementary and Secondary Education to 

improve or expand use of a schoolwide PBIS 

framework. The grants are intended to 

supplement U.S. Department of Justice 

capacity-building grants to help meet funding 

goals for PBIS development. With additional 

6-month grants, each city is now receiving 

technical assistance to fully implement PBIS in 

schools with high suspension and violent 

incident rates. 

This funding, in conjunction with Technical 

Assistance Center cooperation, is expected to 

support positive student behaviors and reduce 

factors that contribute to youth violence in 

higher-risk communities. Districts such as 

Camden City Public Schools have used the 

grants to establish and train PBIS support 

teams and pilot projects so the schools can 

follow the PBIS model. In Philadelphia, 

"Anything we can do that prevents disciplinary 

actions and suspensions, and, most important, 

keeps students in the classroom is a win," said 

Pennsylvania U.S. Congressman Chaka 

Fattah, in a prepared statement when the 

grants were announced. "I am happy this 

funding will allow the School District to grow 

this program into two additional high need 

schools." 

PBIS Can Reduce Violent Behaviors 

PBIS is a route to preventing upsurges in 

student behaviors mentioned in news media, 

such as violence against teachers or other 

students, theft, bullying, and drug use. 

Research demonstrates that efforts to prevent 

these serious problems are more successful if 

schools support the adoption and use of 

evidence-based practices (Ward 2010). 

As a results-based accountability system that 

shares and uses data to strengthen service 

delivery, PBIS echoes the Forum's researchbased strategies of prevention, intervention, 

enforcement, and reentry. It also promotes 

Chiefs of Police Release 33 Recommendations From 

Juvenile Justice National Summit 

The International Association of Chiefs of Police (IACP) has 

released Law Enforcement's Leadership Role in Juvenile

Justice Reform: Actionable Recommendations for 

Practice & Policy. The report sets forth 33 recommendations 

for law enforcement and juvenile justice stakeholders to 

address juvenile crime and develop more effective, 

developmentally appropriate responses to juvenile offenders 

and at-risk youths. It results from the National Summit on Law 

Enforcement Leadership in Juvenile Justice, which IACP 

convened in September 2013 with support from the John D. 

and Catherine T. MacArthur Foundation. 

"This report is a useful resource for the federal government 

and for jurisdictions nationwide," Office of Juvenile Justice 

and Delinquency Prevention Administrator Robert L. 

Listenbee said in a statement. "As we work to make our 

justice system more fair and equitable, the science is 

beginning to tell us that, whether it's the way a law 

enforcement officer approaches a kid on the street, or the 

way a judge talks to a young person in the courtroom, 

nuances can make a big difference in whether children 

decide to get back on track or whether they decide to 

continue their antisocial behaviors." 

The 33 recommendations are divided into eight thematic 

areas: 

1. Making juvenile justice a priority within law enforcement 

agencies 

2. Building partnerships among law enforcement, youth 

and families 

3. Collaboration and information sharing 

4. Promoting alternatives to arrest, court referral, and 

detention 

5. Data collection and expanding evidence-based and 

promising initiatives 

6. Pathways to school completion 

7. Responding to youth with behavioral health conditions 

and trauma histories 

8. Amplifying law enforcement's advocacy on juvenile 

justice reform 

Interagency Forum Reports on Well-Being of Nation's 18-

to 24-Year-Olds 

The Federal Interagency Forum on Child and Family 

Statistics released America's Young Adults: Special Issue, 

2014. The 100-page report includes data about 18- to 24-

year-old men and women from nationally representative, 

federally sponsored surveys. The data are summarized under 

five key themes: education; economic circumstances; family 

formation; civic, social, and personal behavior; and health 

and safety. 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

conditions that discourage youth crime and 

violence in communities, through mentorship 

and other youth development opportunities, 

and seeks to improve school cultures, 

increase social competence, prevent violence 

and illegal drug use, and improve overall 

academic success. 

From 1,500 Discipline Referrals to SelfRespect and Respect for Others

George Sugai, Technical Assistance Center 

co-director and education professor at the 

University of Connecticut, has observed the 

results of PBIS implementation at many 

school sites around the country. Dr. Sugai 

describes a middle school of 750 students that 

struggled with a negative school climate 

"driven by a cycle of problem student 

behavior, reactive discipline, more problem 

behavior, and more reactive discipline." In 1 

school year, students received more than 

1,500 office discipline referrals for major ruleviolating behaviors. 

In an attempt to shift to a more positive school 

climate, the school formed a team of 

principals, teachers, school staff, students, 

and parents. For the first month of school, the 

team taught students daily to "respect self, 

respect others, and respect environment," with 

specific examples. Each day, school staff 

recognized many students who displayed 

those expected behaviors and, Sugai adds, 

"gave them direct and immediate 

acknowledging feedback to express their 

appreciation for their contributions toward a 

positive school climate." 

This PBIS–based team effort succeeded in 

reducing violations in the first year, reducing 

the number of major rule-violating behaviors to 

fewer than 700. Students with repeated 

problem behaviors were supported by a 

special behavior. "Although a lasting change in 

school climate usually takes 2 to 3 years to 

establish," Sugai says, "teachers, students, 

and parents uniformly agreed that their school 

climate had dramatically improved in the first 

year, and teaching and learning were much 

easier to achieve." 

Teaching the Teachers

"What is equally important to what we do with 

students is what we do to develop and support 

the implementation skills of educators," adds 

Sugai. For example, "teaching social skills is a 

relatively easy process, but developing fluent, 

authentic, and effective implementation is 

more challenging. If done well, the 

Some findings from the report:
 

In 2012, 65 percent of young Americans participated in 

the labor force, compared with the peak rate of 75 

percent in 1986 and 74 percent in 2000. 

In the 2012 presidential election year, 38 percent of 

young Americans voted, compared with 20 percent in 

the 2010 congressional election year. 

In 2012, 20 percent of young men and 15 percent of 

young women smoked cigarettes. However, young 

white adults were still more than twice as likely to 

smoke as young Hispanic and African American adults. 

Among 18- to 24-year-old Hispanic Americans, college 

enrollment increased from 21.7 percent in 2000 to 37.5 

percent in 2012, the largest increase among all racial 

and ethnic groups. 

The overall college enrollment rate for 18- to 24-yearolds increased from 26 percent in 1980 to 41 percent in 

2012. 

Continuing a trend since the early 1990s, females are 

enrolling in college in greater percentages than males. 

In 2012, 44.5 percent of females were enrolled in 

college compared with 37.6 percent of males. 

In 2013, 58 percent of young men and 51 percent of 

young women lived with their parents. 

In 2012, young American women were giving birth at 

historic lows. The birth rate for women ages 18–19 was 

51.4 per 1,000 in 2012, down from 94.0 per 1,000 in 

1991. The birth rate for women ages 20–24 fell from 

116.5 per 1,000 in 1990 to 83.1 per 1,000 in 2012. 

Obesity increased among young Americans between 

1988–94 and 1999–2002. But between 1999–2002 and 

2007–10, the rate of obesity did not change 

significantly. Between 2007 and 2010, young women 

(27 percent) were more likely to be obese than young 

men (19 percent). 

Few Programs Concentrating on Early Childhood Reduce

Offending in Early Adulthood 

Only a few programs that focus on early childhood have been 

proven to make an impact on reducing criminal behavior in 

early adulthood, according to "Changing Lives: Prevention

and Intervention to Reduce Serious Offending," a Justice 

Research bulletin published this month jointly by the National 

Institute of Justice and the Office of Juvenile Justice and 

Delinquency Prevention. 

The eight-page report synopsizes the highest-quality 

evaluation studies and research reviews (grouped by 

program concentration), to assess early childhood, juvenile, 

and early adulthood programs that have made demonstrated 

impacts on offending up to age 29. 

While casting doubt on all but a few programs, the finding 

underscores the utility of OJJDP's Model Programs Guide 

and CrimeSolutions.gov, two databases of evidence-based 

programs. 

Second Volume in School Safety Series Released 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

improvement of child behavior follows." 

PBIS is not a top-down approach but rather a 

horizontal framework that grows by involving 

school communities with evidence-based 

methods and broad participation. Schools 

engage students directly by providing them 

with feedback on the accuracy and use of their 

social skills and behaviors. 

Beyond the evidence and training that occurs 

in PBIS settings, Sugai imagined how 

successful PBIS implementation and reduced 

youth violence indicators might look in a 

school. "Visitors are likely to see school staff 

members engaging in behaviors that 

collectively would be described as a 'positive 

school climate,'" Sugai says. 

In PBIS classrooms and schoolwide settings, 

school staff members are engaging in 

activities that have been shown to reduce 

violent behaviors and increase the ability of 

students to participate safely at school, at 

home, and in their communities (Ward 2010; 

Barnoski 2001). 

Evidence supports that PBIS has reduced 

major disciplinary infractions and incidences of 

aggression and other problem behaviors, 

improved academic achievement, enhanced 

perception of organizational health and safety, 

reduced teaching reports of bullying behavior 

and peer rejection, and enhanced overall 

improvement in school climate (Sugai 2011). 

"PBIS is a marriage of behavioral theory, 

behavior analysis, positive behavior supports, 

and prevention and implementation science," 

Sugai says. Through implementation of the 

PBIS framework, Forum city schools and 

communities will no doubt continue to see 

improvement in youth violence prevention 

efforts. 

For more information on PBIS, visit the Web 

site. 

ANNOUNCEMENTS 

& UPCOMING EVENTS
 

Training Opportunities 

Webinar: What 'High Risk, High Need'

Means for Family Drug Courts 

The National Law Enforcement and Corrections Technology 

Center has released Sharing Ideas and Resources to Keep

Our Nation’s Schools Safe, the second volume in the 

center's school safety series. The 82-page report discusses 

school safety–related programs from federal agencies such 

as the FBI and the U.S. Department of Education, efforts at 

the state level, and cooperative efforts in local communities. 

The series stems from a National Institute of Justice project 

but is not published by the U.S. Department of Justice. 

News 

Nearly 20 Percent of College Women Victimized by

Sexual Assault 

Nearly one U.S. college woman in five is the victim of some 

form sexual assault during her time as an undergraduate 

student, the National Institute of Justice recently reported. 

Juvenile Justice Resource Hub Adds Evidence-Based 

Practices Section 

The Juvenile Justice Resource Hub just added a section on 

evidence-based practices that features model policies and 

recent research, and provides links to resources and experts. 

Developed by the Juvenile Justice Information Exchange and 

the National Juvenile Justice Network with support from the 

MacArthur Foundation, the Juvenile Justice Resource Hub 

offers recent in-depth information on juvenile justice issues 

and trends. 

Other Resources 

APA's Race, Racism, and Law Enforcement Blog

In light of the fatal shooting of an unarmed man this month in 

Ferguson, Mo., and the strong public reaction to it, the 

directorate at the American Psychological Association (APA) 

—the Public Interest—is putting together a Race, Racism, 

and Law Enforcement blog series produced by psychologists. 

The psychologists are experts on issues related to trust, 

anger, leadership, race, bias and discrimination, young men 

of color, community violence, and community relationships 

with police. The first post in the APA blog is "Teachable 

Moments About Policing From Ferguson, Mo.," by Tom 

Tyler, professor of law and psychology at Yale Law School. 

Model Programs Guide Adds Three New Literature 

Reviews 

OJJDP's Model Programs Guide (the MPG) has recently 

added three new literature reviews on current juvenile justice 

topics: 

Commercial Sexual Exploitation of Children/Sex 

Trafficking 

LGBTQ Youths in the Juvenile Justice System 

Alternatives to Detention and Confinement 

The literature reviews provide summaries of relevant 

research and evaluations on juvenile justice–related topics 
 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

One of the most important decisions each 

Family Drug Court makes is to determine its 

target population and what resources are 

needed to serve them. What criteria should 

drive these decisions? A significant amount of 

research in the adult criminal drug court 

setting has addressed eligibility criteria and 

which populations these programs can serve 

most effectively—namely high-risk, high-need 

offenders. This free Webinar—led by Children 

and Family Futures, on Sept. 18, 11 a.m. to 1 

p.m. PDT—will explore the "high-risk, highneed" principle and how this applies to family 

drug courts. Register here. 

Partnerships for Safe Schools Free

Training in Biloxi 

Law enforcement officers, school safety 

officials, and juvenile justice stakeholders are 

invited to attend a free 2-day Partnerships for 

Safe Schools training workshop, to be held 

Sept. 30 and Oct. 1, 2014, in Biloxi, Miss. The 

course is designed to prepare school safety 

team members to implement or strengthen 

school safety plans that enhance the 

protection of students, teachers, and the 

surrounding community. The course is 

targeted to multiagency school safety teams 

Register by Sept. 15 here. 

Global Youth Justice Training Institute

The 10th Global Youth Justice Training

Institute will be held on Dec. 2–4 in Las 

Vegas, Nev. Participants will learn strategies 

for establishing or enhancing local youth 

justice diversion programs through teen, 

student, youth, and peer courts and juries. 

The program will address a variety of topics, 

from training youth and adult volunteers to 

grant writing and funding opportunities. 

and program types. The MPG currently includes literature 

reviews on 40 topic areas. These reviews are an ideal 

starting point for anyone new to a topic or for those who wish 

to learn about recent developments in the field. 

The MPG contains information about evidence-based juvenile 

justice and youth prevention, intervention, and reentry 

programs. It is a resource for practitioners and communities 

about what works, what is promising, and what does not work 

in juvenile justice, delinquency prevention, and child 

protection and safety. In addition to providing literature 

reviews, the MPG contains useful program profiles, 

implementation information, and links to additional resources 

that practitioners, policymakers, and communities can use to 

improve the effectiveness of interventions, to enhance 

accountability, to ensure public safety, and to reduce 

recidivism. The tools provided on the MPG are specifically 

designed for juvenile justice–oriented practitioners and 

policymakers. 

Smartphone App to Prevent Bullying Launched 

The Substance Abuse and Mental Health Services 

Administration and StopBullying.gov have launched 

KnowBullying, a free smartphone app for parents, educators, 

and others who wish to talk to kids about bullying. The 

application, which you can find here, explains 

How to recognize whether bullying is affecting a child 

How and when to talk with children about bullying 

How to start a conversation with a child about bullying 

Educator-oriented strategies for preventing bulling in 

the classroom and supporting pupils who are being 

bullied 

References (continued, from PBIS story)

Barnoski, R. 2001. "Foundations for Learning: Safe & Civil Schools Analysis 

Documentation." Olympia, Wash.: Washington State Institute for Public 

Policy." 

Farkas, Melanie S., Brandi Simonsen, Scott Migdole, Mary E. Donovan, 

Katharine Clemens, and Victor Cicchese. 2012. "Schoolwide Positive 

Behavior Support in an Alternative School Setting: An Evaluation of Fidelity, 

Outcomes, and Social Validity of Tier 1 Implementation." Journal of 

Emotional and Behavioral Disorders 1(20):275–88. 

Fixsen, Dean L., Sandra F. Naoom, Karen A. Blase, Robert M. Friedman, 

and Frances Wallace. 2005. "Implementation Research: A Synthesis of the 

Literature." Tampa, Fla.: University of South Florida, Louis de la Parte Florida 

Mental Health Institute, National Implementation Research Network. FMHI 

Publication #231. 

Mallett, Christopher A. "Seven Things Juvenile Courts Should Know About 

Learning Disabilities." 2011. Technical Assistance Brief. National Council of 

Juvenile and Family Court Judges. 

Substance Abuse and Mental Health Services Administration. 2011. "Safe 

and Civil Schools Positive Behavioral Intervention Model." In National 

Registry of Evidence-Based Programs. Rockville, Md. 

Reinke, Wendy M., Keith C. Herman, and Melissa Stormont. 2013. 

"Classroom-Level Positive Behavior Supports in Schools Implementing SW– 

PBIS: Identifying Areas for Enhancement." Journal of Positive Behavior 

Interventions 15:39–50. 

Sugai, George, Robert H. Horner, and Bob Algozzine. 2011. "Reducing the 
 

 

 

 

 

 

 

Effectiveness of Bullying Behavior in Schools." OSEP Center on Positive 

Behavioral Interventions & Supports, April 19. 

Ward, B., and R. Gersten. 2010. "A Randomized Evaluation of the 

Effectiveness of Randy Sprick's Safe & Civil Schools' Foundations Model for 

Positive Behavior Support at Elementary Schools in a Large Urban School 

Contact Us 

Send questions or feedback about the newsletter to 

NFYVP@dsgonline.com or subscribe. 

District: Interim Results." Portland, Ore.: ECONorthwest. 

The National Forum on Youth Violence Prevention Newsletter 

is prepared under Office of Juvenile Justice and Delinquency 

Prevention (OJJDP) Cooperative Agreement No. 2012–MU– 

FX–K009 with Development Services Group, Inc. 

The views, opinions, and content of this newsletter do not 

necessarily reflect the views, opinions, or policies of OJJDP.