implementation example: bullying prevention. bullying program component review purpose
TRANSCRIPT
![Page 1: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/1.jpg)
Implementation Example:
Bullying Prevention
![Page 2: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/2.jpg)
Bullying Program Component Review Purpose
Identify programming components of established methods
Identify skills of key groups
Determine adherence to RTI prevention & intervention logic
![Page 3: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/3.jpg)
Preliminary Conclusions
Develop method that outlines strategies for all key groups
Operationally define behaviors & “focus skills” for all key members
Emphasize identification & teaching skills for students engaging in bullying behavior
Emphasize data use to make programming decisions.
![Page 4: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/4.jpg)
What is “bullying?”
Remember
“Label behavior, not
people…’
So, say, “bully behavior”
Behavior
Verbal/physical aggression,
intimidation, harassment,
teasing, manipulation
![Page 5: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/5.jpg)
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
![Page 6: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/6.jpg)
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
![Page 7: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/7.jpg)
Contextor
Setting
InitiatorTarget
Bystander Staff
Continuum of Behavior
Fluency
![Page 8: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/8.jpg)
Four basic
strategies….if
you do nuthin’ else….
![Page 9: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/9.jpg)
• 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
![Page 10: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/10.jpg)
• “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
![Page 11: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/11.jpg)
www.pbis.org
![Page 12: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/12.jpg)
Scott Ross, University of Oregon12
0
2
4
6
8
10
0
2
4
6
8
10
Baseline Acquisition Full BP-PBS Implementation
0
2
4
6
8
10
0
2
4
6
8
10
0
2
4
6
8
10
Num
ber
of
Inci
dents
of
Bully
ing
Behavio
r
School Days0
2
4
6
8
10
School 1
Rob
Bruce
Cindy
Scott
Anne
Ken
School 2
School 3
3.14 1.88 .88 72%
![Page 13: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/13.jpg)
Scott Ross, University of OregonBP-PBS, Scott Ross 13
Conditional Probabilities of Bystander Responses to Problem Behavior
0%
10%
20%
30%
40%
50%
"Sto
p"
"Wa
lk"
Po
sitiv
e R
esp
on
se(l
au
gh
ing
/ch
ee
rin
g)
Ne
ga
tive
Re
spo
nse
(cry
ing
/fig
htin
gb
ack
)
No
Re
spo
nse
Pro
bab
ilit
y o
f R
esp
on
seBaseline
BP-PBS
21% increase
22% decrease
![Page 14: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/14.jpg)
• Analyze problem setting• Reteach• Anticipate, remind, &
practice• Replace triggers &
maintainers• Reinforce desired
2. Precorrect
Before, During,
After
![Page 15: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/15.jpg)
• Move• Scan• Interact positively• Model expectations• Reward appropriate
behavior• Remind & precorrect
3. Actively
Supervise
![Page 16: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/16.jpg)
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
![Page 17: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/17.jpg)
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______
![Page 18: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/18.jpg)
• Specific• Informative• Frequent• Effective• Contextually relevant• Sincere
4. Reinforce
Taught Skills
![Page 19: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/19.jpg)
![Page 20: Implementation Example: Bullying Prevention. Bullying Program Component Review Purpose](https://reader036.vdocument.in/reader036/viewer/2022062517/56649f125503460f94c25f41/html5/thumbnails/20.jpg)
Behavior Support Elements
Problem Behavior
Functional Assessment
Intervention & Support Plan
Fidelity of Implementation
Impact on Behavior & Lifestyle
*Response class*Routine analysis*Hypothesis statement *Alternative behaviors
*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions
*Implementation support*Data plan
*Continuous improvement*Sustainability plan
• Team-based• Behavior competence