addressing bullying behavior w/in a pbis framework
DESCRIPTION
Addressing Bullying Behavior W/in a PBIS Framework. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut October , 2011 www.pbis.org www.cber.org. PURPOSE - PowerPoint PPT PresentationTRANSCRIPT
Addressing Bullying Behavior W/in a PBIS Framework
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
October , 2011
www.pbis.org www.cber.org
PURPOSE
To improve our understanding
of & responding to bullying
behavior from perspective of
school-wide positive behavior
support.
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
Bullying Program Component Review Purpose
Identify programming components of established methods
Identify skills of key groups
Determine adherence to RTI prevention & intervention logic
Maggin & Sugai, 2011
Preliminary ConclusionsDevelop method that outlines strategies for all key groups
Operationally define behaviors & “focus skills” for all key members
Emphasize identification of skills for students engaging in bullying behavior
Emphasize data use to make programming decisions.
SWPBS: Basics
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
~80% of Students
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills
instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •
PRIMARY PREVENTION• Teach SW expectations• Proactive SW discipline• Positive reinforcement• Effective instruction• Parent engagement•
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
~15%
Universal
Targeted
Intensive
All
Some
FewRTI
Continuum 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
PBIS Response to Bullying
BullyingBullying Coordinator
Data Systems
Reporting
Response Team
Staff Training
PBISCoach/Team Leader
SWIS
SWIS
Leadership Team
Data-based Action Plan
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.
RCT & Group Design PBIS Studies
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 victimization
SWPBS look at bullying behavior
OUR BEHAVIORAL PERSPECTIVE
“Do”
Learning history
“Context” or environment
Context manipulatio
n
Data-based decision making
Our Starting Point
Relevant & doable guidelines for responding to bullying behavior are needed
An operational/measurable definition of “bullying” needs to be found/developed
Research-evidence base should be examined
Current efforts must be conceptually grounded
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?
Reconceptualizing Bullying from Behavior Analytic Perspective for SWPBS
Emphasize overt observable behavior
Consider sets of behavior w/ similar function
Examine behavior in context
Specific relationship between behavior & context
Describe behavioral learning histories
Change context to change probability of behavior
Three basic strategies….if
you do nuthin’ else….
• Label student• Exclude student• Blame family• Punish student• Assign restitution• Ask for apology
• Teach targeted social skills
• Reward social skills• Teach all• Individualize for
non-responsive behavior
• Invest in positive school-wide culture
Doesn’t Work Works
• “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
• 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