Brian R Barber

Kent State University, Lifespan Development and Educational Sciences, Faculty Member

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Phone: Phone: 330-672-0605
Address: 406 I White Hall
150 Terrace Drive
PO Box 5190
Kent, Ohio 44242-0001

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James A. Coan

University of Virginia

Marc Champagne

Kwantlen Polytechnic University

Joel Krueger

University of Exeter

Dan Zahavi

University of Copenhagen

Michael S. Kelly

Loyola University Chicago

Alan Card

San Diego State University

David J Connor

Hunter College

Eros Carvalho

Universidade Federal do Rio Grande do Sul

Joachim Funke

Universität Heidelberg

Jeffrey Liew

Texas A&M University

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Papers by Brian R Barber

Identifying and implementing evidence-based practices in alternative educational settings

Positive Behavior Interventions and Supports Implementation in Secure Care Juvenile Justice Schools: Results of a National Survey of School Administrators

Behavioral Disorders, Apr 2, 2018

Teachers of incarcerated juveniles identify student behavior problems as one of the most signific... more Teachers of incarcerated juveniles identify student behavior problems as one of the most significant barriers to the education and rehabilitation of these youth (Houchins, Puckett-Patterson, Crosby, Shippen, & Jolivette, 2009). Researchers, policy makers, and advocates have long voiced concern that professionals in the juvenile justice (JJ) system address youth problem behavior in a reactive and punitive manner that involves undue use of force, cruel and demeaning disciplinary practices, as well as youth segregation from the school environment (Leone, 2015). The situation is exacerbated for incarcerated youth with disabilities and African American youth by the disproportionate use of punitive disciplinary practices for these populations. In a recent study, Krezmien and colleagues (2015) noted that incarcerated youth are segregated about 30 hr per week and that the aforementioned student populations are disproportionally affected. In a climate that frequently favors punitive sanctions for misbehavior over teaching and supporting desired behavior (Read & Lampron, 2012), negative consequences, including increases in youth recidivism (Lipsey, 2009) and reductions in overall facility safety (Nelson, Sprague, Jolivette, Smith, & Tobin, 2009) commonly result. Fortunately, an increasing emphasis on rehabilitation and a concerted effort to integrate evidence-based practices for addressing youth behavior in JJ is underway (Howell et al., 2013). The recent Guiding Principles for Providing High-Quality Education in Juvenile Justice Secure Care Settings (U.S. Department of Education and U.S. Department of Justice, 2014) reaffirms a commitment to addressing youth behavior problems in a constructive manner, and asserts the importance of, "A safe, healthy facilitywide climate that. .. encourages the necessary behavioral and social support services that address the individual needs of all youths, including those with disabilities and English learners" (p. iv). The Departments further advocate for the implementation of a multitiered system of behavior supports, for which there is increasing evidence of effectively improving youth behavior (e.g.,

Brian R Barber

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