Improvement of the services and supports provided to youth in juvenile correctional facilities is of the utmost importance to the habilitation and rehabilitation of this vulnerable and, often times, marginalized school-age population. Many of the youth served in these facilities have educational disabilities (e.g., emotional and behavioral disorders, specific learning disabilities, speech and language disorders) with varying estimates as to the prevalence (e.g., Krezmien et al., 2008). Also, many of these youth have comorbid socialemotional learning deficits and/or mental health needs (e.g., Underwood & Washington, 2016) which may affect their engagement in and outcomes of the offered treatment and programming. Thus, even if not eligible for special education services, these youth present a multitude of risks across domains to warrant them being considered at-risk for educational disabilities. To meet these youths’ needs, treatment and programming within a 24-hr, 7-day a week delivery system is offered by staff representing multiple disciplines with educational services offered using a myriad of schedules. For example, some facilities provide educational programming following a typical 8:30 a.m. to 3:00 p.m. Monday through Friday schedule, whereas others provide such programming from 7:30 a.m. to noon and 4:00 p.m. to 6:00 p.m. Monday through Friday or 8:00 a.m. to noon across the entire week. During the other hours (i.e., all waking hours) and days, youth receive social-emotional learning and mental health interventions along with specialized groups (e.g., substance abuse), recreation, religious services, and so on. Many facilities now are approaching their master schedule with an integrative lens, that is, making maximum use of treatment and programming hours by intertwining all interventions and supports to address the needs of the whole-youth across all domains (e.g., intellectual, social, emotional, physical, spiritual) with intervention and support implementation responsibilities across all staff. In addition, juvenile correctional facilities are moving away from reactive and punitive approaches to those that are evidence-based, proactive, preventive, and trauma-informed (e.g., Ford & Blaustein, 2013) to better meet and improve youth short-term (i.e., while incarcerated) and long-term (i.e., post-incarceration, transition back to the community to school or the workplace) outcomes. With such a shift in focus, many juvenile correctional facilities are changing their operational frameworks such as adopting the facility-wide positive behavioral interventions and supports (FW-PBIS) framework. FW-PBIS is a multitiered system of support framework adapted from the public health model (Myers & Farrell, 2008). FW-PBIS is supported by the premises of systems (supports that provide a context for staff to implement with fidelity data and practice mechanisms), data (real-time metrics used to make proactive and data-based decisions), and practices (evidencebased strategies and interventions) where youth are offered supports across domains which can be intensified. In terms of practices, and given the school-age populations served, these facilities are looking for ways to more efficiently and purposefully intensify their practices. By applying the taxonomy of intervention intensity put forth by Fuchs et al. (2017) for academics, this can become a reality. This taxonomy is applicable across youth domains and treatment and programming foci in these facilities, and such intensification can span dimensions such as strength, dosage, alignment, attention to transfer, comprehensiveness, behavioral support, and individualization. The taxonomy recognizes the interplay of youth skills across academic and behavioral domains. These facilities are looking to unify treatment and programming across domains, delivery agents, disciplines, time points, and facility locations/activities. To make this unification a reality, these facilities are implementing FW-PBIS using a comprehensive definition:

中文翻译：

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改善青年和工作人员的支持：在少年惩教设施中实施 FW-PBIS 框架

改善为少年惩教设施中的青年提供的服务和支持对于这些弱势且通常是边缘化的学龄人口的适应和康复至关重要。在这些设施中服务的许多青年都有教育障碍（例如，情绪和行为障碍、特定的学习障碍、言语和语言障碍），对患病率的估计各不相同（例如，Krezmien 等，2008）。此外，这些青年中的许多人同时存在社交情感学习缺陷和/或心理健康需求（例如，Underwood 和华盛顿，2016 年），这可能会影响他们参与所提供的治疗和规划并取得结果。因此，即使没有资格获得特殊教育服务，这些青年在各个领域都存在多种风险，因此他们被视为处于教育障碍风险之中。为了满足这些年轻人的需求，每周 7 天 24 小时提供治疗和计划，由代表多个学科的工作人员提供，并使用无数的时间表提供教育服务。例如，一些设施按照典型的周一至周五上午 8:30 至下午 3:00 的时间表提供教育节目，而其他设施则在周一至周五的上午 7:30 至中午和下午 4:00 至下午 6:00 提供此类节目或整个星期的上午 8:00 到中午。在其他时间（即所有醒着的时间）和日子里，青年与专业群体（例如药物滥用）、娱乐、宗教服务、等等。许多设施现在正以综合视角接近他们的总体时间表，即通过将所有干预和支持交织在一起，最大限度地利用治疗和规划时间，以满足所有领域（例如，智力、社交、情感、身体、精神），并在所有员工中承担干预和支持实施责任。此外，青少年惩教机构正在从被动和惩罚性的方法转向循证、主动、预防和创伤知情的方法（例如，福特和布劳斯坦，2013 年），以更好地满足和改善青少年短期（即，而被监禁）和长期（即，监禁后，过渡回社区到学校或工作场所）的结果。有了这样的焦点转移，许多少年管教设施正在改变其运营框架，例如采用全设施的积极行为干预和支持 (FW-PBIS) 框架。FW-PBIS 是一个多层次的支持框架系统，改编自公共卫生模型 (Myers & Farrell, 2008)。FW-PBIS 由系统前提（支持为员工提供实施保真数据和实践机制的背景）、数据（用于做出主动和基于数据的决策的实时指标）和实践（基于证据的策略）提供支持和干预），向青年提供跨领域的支持，可以加强。在实践方面，考虑到所服务的学龄人口，这些设施正在寻找更有效和有目的地加强其实践的方法。通过应用 Fuchs 等人提出的干预强度分类法。（2017）对于学者来说，这可能成为现实。这种分类法适用于这些设施中的青年领域以及治疗和规划重点，这种强化可以跨越诸如力量、剂量、对齐、转移注意力、全面性、行为支持和个性化等维度。该分类法承认青年技能在学术和行为领域之间的相互作用。这些设施正在寻求统一跨领域、交付代理、学科、时间点和设施位置/活动的治疗和规划。为了使这种统一成为现实，这些设施正在使用综合定义实施 FW-PBIS：这种分类法适用于这些设施中的青年领域以及治疗和规划重点，这种强化可以跨越诸如力量、剂量、对齐、转移注意力、全面性、行为支持和个性化等维度。该分类法承认青年技能在学术和行为领域之间的相互作用。这些设施正在寻求统一跨领域、交付代理、学科、时间点和设施位置/活动的治疗和规划。为了使这种统一成为现实，这些设施正在使用综合定义实施 FW-PBIS：这种分类法适用于这些设施中的青年领域以及治疗和规划重点，这种强化可以跨越诸如力量、剂量、对齐、转移注意力、全面性、行为支持和个性化等维度。该分类法承认青年技能在学术和行为领域之间的相互作用。这些设施正在寻求统一跨领域、交付代理、学科、时间点和设施位置/活动的治疗和规划。为了使这种统一成为现实，这些设施正在使用综合定义实施 FW-PBIS：全面性、行为支持和个性化。该分类法承认青年技能在学术和行为领域之间的相互作用。这些设施正在寻求统一跨领域、交付代理、学科、时间点和设施位置/活动的治疗和规划。为了使这种统一成为现实，这些设施正在使用综合定义实施 FW-PBIS：全面性、行为支持和个性化。该分类法承认青年技能在学术和行为领域之间的相互作用。这些设施正在寻求统一跨领域、交付代理、学科、时间点和设施位置/活动的治疗和规划。为了使这种统一成为现实，这些设施正在使用综合定义实施 FW-PBIS：