Integrating Bully Prevention within SWPBIS
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Transcript of Integrating Bully Prevention within SWPBIS
INTEGRATING BULLY PREVENTION WITHIN SWPBIS George Sugai, University of Connecticut
Rob Horner, University of Oregon
www.pbis.org
Robh`@[email protected]
Objectives
• Define bully prevention need from national, state and district perspective
• Define how to build a bully prevention agenda within School-wide PBIS.
• Provide examples of states, districts working efficiently and effectively
A Context: Increasing national attention• Whitehouse Forum on Bully Prevention (March,
2011)– Susan M. Swearer, University of Nebraska – Lincoln
• Risk Factors – Catherine P. Bradshaw, Johns Hopkins University
• Teachers are not prepared on procedures to respond to bullying– Justin W. Patchin, Ph.D. University of Wisconsin-Eau C
• Growing role of cyber-bullying– George Sugai, Ph.D., University of Connecticut
• Role of school-wide systems in preventing bullying– Dorothy L. Espelage, University of Illinois, Urbana-Champaign
• Bullying and LGBT students; Students with disabilities.
What is Bullying?• “Bullying” is repeated aggression, harassment,
threats or intimidation when one person has greater status, or power than the other.”
• Examples:
5
The Challenge
• A growing array of bully prevention procedures (packages) are available
• IMPLEMENTATION– Creating something NEW is expensive– Using what you already do well is essential– Focus on core features… add what you need.– Always build data systems to assess and improve
Good “things” about Bullying efforts
Increased problem awareness
More emphasis on preventionMore curriculum
development & research
Greater focus on all students
“Bullying”
Issues
Labeling kids
Limited assessment of context
Generic intervention responses
Limited examination of
mechanism
Over-emphasis on student
responsibility for change
Non-data based intervention decisions
Too much attention on student, not
enough on context
Why SWPBS?
SWPBS isFramework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
SYST
EMS
“BULLY BEHAVIOR”PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
PREVENTION & EARLY
INTERVENTION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
RtIReducingBullying
Prevention Logic for AllBiglan, 1995; Mayer, 1995; Walker et al., 1996
Decrease development
of new problem
behaviors
Prevent worsening &
reduce intensity of
existing problem
behaviors
Eliminate triggers &
maintainers of problem
behaviors
Teach, monitor, &
acknowledge prosocial behavior
Redesign of teaching environments…not students
Universal
Targeted
Intensive
All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
Universal
Targeted
IntensiveContinuum of Support for “Manuella”
Dec 7, 2007
Harassment
Computer Lab
Social Studies
Physical Intimidation
Adult Relations.
Attendance
Literacy
Label behavior…not people
SWIS Definition of B
ullying Behavior
Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial.
RCT & Group Design PBIS Studies
• Reduced major disciplinary infractions• Improvements in academic achievement
• Enhanced perception of organizational health
& safety• Improved school climate• Reductions in teacher reported bullying
behavior & peer rejection
Integrated PBIS Response to Bullying
Bullying Requirements
Bullying Coordinator
School Climate
Data Systems
Event Reporting
Response Team
School & Community
Staff Prof Dev
Evid-base Practices
PBISCoach/Team Leader
Preventive Tier I
SWIS
Continuous SWIS
Leadership Team
School & Family
Data-based Prof Dev
RCT & SSR Research
SWPBS look at bullying behavior
What is “bullying?”
Remember
“Label behavior, not
people…’So, say, “bully
behavior”
Behavior
Verbal/physical
aggression, intimidation, harassment,
teasing, manipulation
Why do bully behavior?
Get/obtain
E.g., stuff, things, attention, status, money, activity, attention, etc.
Escape/avoid
E.g., same…but less likely
• Victim attention• Bystander attention• Self-delivered praise• Tangible access
Why is “why” important?
Teach effective, efficient, relevant alt. SS
Remove triggers of BB
Add triggers for alt.
SS
Remove conseq.
that maintain
BB
Add conseq.
that maintain
SS
PREVENTION
De-emphasis on adding consequence for problem behavior
Contextor
Setting
InitiatorTarget
Bystander Staff
Continuum of Behavior
Fluency
• Implement SWPBS continuum w/ fidelity• Review SW data at least monthly
Step 1
• Modify implementation plan based on data• Implement modifications w/ fidelity
Step 2
• Monitor implementation fidelity• Monitor student progress & responsiveness• Modify as indicated by data
Step 3
Is Behavior an Issue?
4 basic strategies….if
you do nuthin’ else….
Give Priority to Effective Practices
Less Effective
Label Student
Exclude Student
Blame Family
Punish Student
Assign Restitution
Require Apology
More Effective
Teach All Specific SS
Use Data
Actively Supervise
Reinforce Expect Beh
Individualize for Non-Resp
Invest Prev Sch Culture
• “Stop-Walk-Talk”• “Talk-Walk-Squawk”• “Whatever & Walk”
1. Teach
common
strategy to all
MUST…..• Be easy & do-able by all• Be contextually relevant• Result in early disengagement• Increase predictability• Be pre-emptive• Be teachable• Be brief•
www.pbis.org
• Analyze problem setting• Reteach• Anticipate, remind, &
practice• Replace triggers &
maintainers• Reinforce desired
2. Precorrect Before, During,
After
Allday & Pakurar (2007)
• Move• Scan• Interact positively• Model expectations• Reward appropriate
behavior• Remind & precorrect
3. Actively Supervis
e
Name______________________________ Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________ Time Start_________
Time End _________
Tally each Positive Student Contacts Total #
Ratio of Positives to Negatives: _____: 1Tally each Negative Student Contacts Total #
Non-Classroom Management: Self-Assessment
1. Did I have at least 4 positive for 1 negative student contacts? Yes No
2. Did I move throughout the area I was supervising? Yes No
3. Did I frequently scan the area I was supervising? Yes No
4. Did I positively interact with most of the students in the area? Yes No
5. Did I handle most minor rule violations quickly and quietly? Yes No
6. Did I follow school procedures for handling major rule violations? Yes No
7. Do I know our school-wide expectations (positively stated rules)? Yes No
8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?
Yes No
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______
• Specific• Informative• Frequent• Effective• Contextually relevant• Sincere
4. Reinforce Taught
Skills
Big idea: Use PBIS framework to address bully behavior prevention
Goal 1
• Establish positive, predictable, consistent, rewarding school culture for all across all settings
Goal 2
• Teach social skills that work at least as well as or better than problem behavior
Goal 3
• Respond to nonresponsive behavior positively & differently, rather than reactively & more of same
Goal 4
• Actively supervise & precorrect for problem behaviors & settings, especially nonclassroom
Goal 5
• Individualize support based on responsiveness & effect