Recognize, Respond, Report: Preventing and Addressing Bullying of Students with Special Needs

Recognize, Respond, Report: Preventing and Addressing Bullying of Students with Special Needs

Thursday, March 31, 2016

Presented by

Dr. Lori Ernsperger, Ph.D., BCBA-‐D Executive Director of Behavioral Training Resource Center

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Behavioral Training Resource Center

Recognize, Respond, Report:

Preventing and Addressing Bullying of Students with

Special Needsby

Lori Ernsperger, Ph.D., BCBA-DBehavioral Training Resource Center

[email protected]


1. Recognize 2. Respond3. Report


} 22-28% of all middle school and high school students (US ED)

} 1:4 Students Nationally ◦ 160,000 students miss school every day due to

bullying


Bullyproject.org

} 60% of children with disabilities } (Ability Path)

} 71% of adults with learning disabilities} (NCLD)

} Other health issues} Diabetes


“Because of difficulty with social interactions, intellectual impairments, communication deficits, and the inability to read social cues; individuals with special educational needs (SEN) have higher rates of peer rejection and higher frequencies of verbal and physical attacks”

www.pacer.org


Unwanted behavior,• Unwelcome

Observed or Perceived Power Imbalance, and Repeated

Causes Harm• Emotional, psychological, physical, social


1. Section 504 of the Rehabilitation Act of 19732. Title II of the Americans with Disabilities Act of 1990, and3. Individuals with Disabilities Education Act (2007).


} Harassment creates a hostile environment when conduct is sufficiently severe, persistent and pervasive as to deny or limit a student’s opportunity to benefit from an educational program (OCR)

} Limits a student’s opportunity:◦ Ride the bus◦ Absent from school◦ To attend extra-curricular◦ Eat in the cafeteria


1. Student is an individual with a disability and receives unwelcome conduct or harassment

based on the student’s disability,

2. The bullying is sufficiently severe, persistent or pervasive to create a hostile environment

3. School officials know or reasonably should have known know about the harassment, and

4. School failed to respond appropriately to end the harassment. School personnel must

take immediate action to eliminate the hostile environment and prevent it from recurring

and as appropriate, remedy its effects.


Intentionality Reporting Requirements

} Federal law states an “unwelcome act”

} Some state laws include intentionality as part of the definition:◦ “Willful Acts”◦ “Deliberate Acts”

} “Bullying is in the eyes of the beholder”

} Federal law mandates reporting of harassment based on protected classes

} Not all states require reporting of bullying

} Stopbullying.gov



Low self-esteem, depression and anxiety

Physical health effects, absence from school

Long-term mental health effects, include thoughts of suicide

} Bullying Stereotypes

The bully-victim dynamic where students with disabilities may be the victim in some cases and the perpetrator in other incidences.


} District and School-Wide Interventions◦ Implement programs and

interventions that are universally applied to all students


} Written policies that are disseminated and transparent

} Develop a parent and student resource list for easy access

} It is FREE!



} Anonymous Student Surveys◦ As part of the on-going

evaluation for a positive school climate

Pros

Cons

} Pros◦ Free◦ Instructional time is

minimal◦ Reliable data for

results driven accountability◦ Transparency

} Cons◦ “You can’t fix what

you don’t look at”


“Many Hands Make Light Work”


Incident of Bullying

Adult Response

Report and investigation


} Support and training for school personnel


Standard Response Protocol



1. Stop the action, respond immediately, quickly

2. Talk to the students directlyDo not argue the factsDo not threaten or use any physical meansBe careful of body language

3. Walk and supervise students to class Report

**Write a report and document; follow-up

} Student driven activities◦ Student Assemblies

} Teach Kindness and CaringAdopt a Kindness CurriculumRandom Acts of Kindness Educators Guide


} Classroom Interventions◦ Incorporate bystander

education


} Adopt a Bystander Education Program◦ 85% of bullying incidents occur with bystanders in the area◦ Dr. Michelle Borba: “Bystanders play a critical role

in ending bullying”“Upstanders in Action”

bullybust.org


} Teach and brainstorm other ways a student can help

} “You can sit with me”

} Offer Advice


} Literature and writing } Powerful tools for

teaching diversity and tolerance

} Assists students in understanding a difficult topic through the eyes of another character


} Books about bullying and tolerancewww.readwritethink.org


} Individual Interventions◦ Teach Skills


• Address vulnerability at the IEP or 504 Team

• Special factors or other considerations

• MA• Clearly identified

goals and benchmarks


◦ Improve social communication skills such as sharing, taking turns, or thinking before acting◦ Practice assertive body language◦ Increase self-advocacy skills so the child

can learn to say “no”


CALMApproach


} Dr. Michelle Borba ◦ www.michelleborba.com

}Cool Down: Teach students to recognize stress signals and learn calming strategies. Stress management techniques◦ Emotional Regulation


} Consider a variety of stressors and physical responses

} What can I do when I feel stressed? Or, when I am bullied?

} www.do2learn.com

Copyright Ernsperger 2016

}Assert Yourself: Stand Tall◦ Teach assertive body language. ◦ How to deflect and detour bullying attempts.◦ Multiple methods� Role playing � Video modeling� Peer instruction� And PRACTICE!


} Look them in the Eye:

} Teach students how to face a bully

} Social Narratives


}Mean it: } Script an appropriate response} Non-confrontational◦ “stop that” “leave me alone” “get away from me”

} “101 Great Comeback Lines”◦ Bullystoppers.com


} Teach students who exhibit bullying behaviors

} Social communication skills

} Conversation skills} Focus on peer

mentoring


}Who, what, where, when, how


} New York Schools Required Reporting } 51% of NY schools filed zero bullying reports◦ Yonkers School District � 26,000 students and zero reports of bullying


} What are your reporting procedures?

} How do parents and students access reporting?

} Online, smart phone Apps?


Make it EASY

} “Hero in the Hallway”} Awareness, Promote,

and Reinforce} Address “false

reporting” in the student code of conduct


} Prompt, thorough and impartial investigation◦ Avoid “yes” “no” questions

} Investigate◦ Reasonable time frame◦ Interview any and all witnesses (bystanders)� Don’t limit investigation ◦ Document and maintain records


1. Student is an individual with a disability and receives unwelcome conduct or harassment

based on the student’s disability,

2. The bullying is sufficiently severe, persistent or pervasive to create a hostile environment

3. School officials know or reasonably should have known know about the harassment, and

4. School failed to respond appropriately to end the harassment. School personnel must

take immediate action to eliminate the hostile environment and prevent it from recurring

and as appropriate, remedy its effects.


} Prevent repeated events} Limit interaction amongst bully and victim} Provide additional services to student who

may have been denied services; } Remedy the effects} Counseling or increased supervision in the

cafeteria} Implement monitoring program◦ Prevent retaliation

What is NOT recommended?



[email protected]

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Recognize, Respond, Report: Preventing and Addressing Bullying of Students with Special Needs

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Transcript of Recognize, Respond, Report: Preventing and Addressing Bullying of Students with Special Needs