Implementing a School-wide Response to Problem Behavior & Bullying

Chris Borgmeier, PhDPortland State Universitycborgmei@pdx.edu

Access presentation materials at:

www.swpbis.pbworks.com Click on “Training Slides & Materials” link

Goals

Define a set of core features for Bully Proofing Define how to embed Bully Proofing into

existing School-wide Expectations. Develop materials and an implementation plan

for BullyProofing within SW-PBIS

Main Ideas “Bullying” is aggression, harassment, threats

or intimidation when one person has greater status, control, or power than the other.

Bullying behaviors affect the sense of school as a “safe” environment.

Main Ideas Bullying behavior typically is rewarded

(maintained) by the “victims” or “bystanders” Social attention Social recognition Social status Access to physical items/ preferred activities

Bullying behavior is seldom maintained by adult attention

Main Ideas All “bully proofing” skills are more effective if

the school has first established a set of POSITIVE school-wide behavioral expectations.

Great care is needed to prevent a “bully-proofing” effort from becoming a “bully-training” program.

A Comprehensive Bully-proofing Model

Universal Positive Behavior Support

Teach a “stop”signal Staff training Individual Student

Supports

Define & Teach Expectations

Consequences For Behavioral Errors

Data System

Teach “stop”routine

Teach Bystanderroutine

Teach being asked to “stop”

Teach how to train “stop”Signal

Teach Precorrection

Teach supervisorroutine

Function-basedsupport for Aggressive Student (bully)

Function-based support for victim

Creating Effective Learning Environments Know what you want… not just what you do

not want: “Social Responsibility”

Create environments that are: Predictable Consistent Positive Safe

Developing An Effective Approach What does NOT work

Identifying the “bully” and excluding him/her from school

Pretending that Bullying Behavior is the “fault” of the student/family/victim.

Providing clinical support for the “bully” without changing the social feedback she/he receives from peers.

Four Roles Aggressor

Victim

Bystander

Adults Teaching social responsibility Supervision in unstructured settings

4 Steps to Bully-proofing

Step #1: Establish a social culture Step #2: Teach a school-wide “stop” signal

a) Teach how to use the “Stop Signal”b) Teach “walk away”c) Teach “getting help”

Teach roles for Aggressor, Victim, Bystander & Adult

Step #3: Focus on Role of Adults Step #4: Individual Student Support

Step 1: Establish a social culture Teach school-wide behavioral expectations

Be respectful, be responsible, be safe

Acknowledge appropriate behavior

Establish clear consequences for inappropriate behavior

Develop and use a data collection system for monitoring effects, and making decisions.

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

Teaching Social Responsibility Teach school-wide expectations first

Be respectful Be responsible Be safe

Focus on “non-structured” settings Cafeteria, Gym, Playground, Hallway, Bus Area

Teach Bully Prevention “SKILLS” If someone directs problem behavior toward you. If you see others receive problem behavior If someone tells you to “stop”

BullyProofing:Building a social culture What does work

Teach all children to identify and label inappropriate behavior as NOT being examples of expectations. Not respectful, not responsible., not safe

Teach all students a “stop signal” to give when they experience problem behavior. What to do if you experience problem behavior

(victim, recipient) What to do if you see someone else in a problem

situation (bystander)

Teach all students what to do if someone delivers the “stop signal”

Social Responsibility MatrixLocation 1 Location 2 Location 3 Location 4

Identify most common problem behavior

“Stop” signal

Walk skill

Reporting Skill

Anticipate Common Challenges Identify common problem areas & problem

behaviors Start with common areas

Playground Cafeteria Hallways

Identify most common problem behaviors Link to School-wide Rules/Expectations

Social Responsibility Matrix

Playground Lunch Room

Hall way Bus Area

Identify problem behavior

Pushing in line: Not

respectful

Throwing food:Not

respectful or responsible

Name calling:Not

respectful

Pushing others:

Not safe or respectful

“Stop” signal(for self/ for others)Walk skill

Reporting Skill

Team Task Discuss the BullyProofing perspective & how

it will fit in your school Identify school areas with higher risk for

bullying & problem behavior Begin completing the Social Responsibility

Matrix for high risk areas Do you need to re-define or re-teach expectations

across any of these settings? How can you support staff to precorrect for desired

behavior in these higher risk settings?

Step #2: Teach a school-wide “stop” signal

If someone is directing problem behavior to you, or someone you are with, tell them to “stop.” Pair verbal & visual prompt

What is the “Stop Signal” for your school? Have a physical as well as verbal signal

“Stop” “Uncool” “Enough” “Time-out” “Don’t” “Whatever!”

The language and signal need to age appropriate, and contextually acceptable.

Social Responsibility Matrix

Playground Lunch Room

Hall way Bus Area

Identify problem behavior

Pushing in line: Not

respectful

Throwing food:Not

respectful or responsible

Name calling:Not

respectful

Pushing others:

Not safe or respectful

“Stop” signal(for self/ for others)

“stop” “stop” “stop” “stop”

Walk skill

Reporting Skill

Sample Lesson w/ Class NEED: Small candle, clear glass cup, match

1) Compare fire & problem behavior w/ the class Light candle

2) Explain how problem behavior needs peer attention to keep going just like a candle needs oxygen to stay lit

3) Discuss forms of peer attention Arguing w/ peer that teases you Laughing at someone being picked on Watching problem behavior & doing nothing

Sample Lesson w/ Class (continued)

4) Explain how taking away peer attention is like taking away the oxygen (cover lit candle w/ glass)

5) Students can take away peer attention that keeps problem behavior going by:

Telling someone teasing you to “stop” Walking away from problem behavior Helping another student by saying “stop” or by walking away

from problem behavior with them Telling an adult

6) Model/Lead/Test – school Stop/Walk/Talk behaviors

Teach how to use the “Stop Signal” How do you deliver the “stop signal” if you feel someone is

not being respectful? (e.g. you feel intimidated, harassed, bullied)?

How do you deliver the “stop signal” if you see someone else being harassed, teased, bullied?

What to do if someone uses the “stop signal” with you?

Note: Include “non-examples” of when and how to use “stop” signal.

What if you are asked to Stop? Good examples of responding to stop/walk/talk

should include: Responding appropriately even when you don’t think you

did anything wrong Responding appropriately even if you think the other

student is just trying to get you in trouble

How to respond if someone says “stop” to you: Stop what you are doing Take a deep breath & count to 3 Go on with your day

Stop SignalWhen to say “Stop” Johnny pokes Sally in the

back over & over while in line

Susie teases Sally & calls her a bad name

Joey tackles Sam while playing touch football

Sam steals the ball away from Fred when they are not playing a game that involves stealing

When NOT to say “Stop” Johnny accidentally bumps

into Sally at recess Kelly makes a suggestion

for a game that Fred does not like

Sam steals the ball away from Joe when they are playing a basketball game

Sally continues to poke Susie in line after Susie has delivered the stop signal

Team Task

Select an appropriate “stop” signal for your school. How might you include students in defining this

signal? Ensure that the “stop” signal includes BOTH a

verbal and physical component. Develop a lesson plan for teaching students to

effectively and appropriately use stop sign Prioritize high-risk, less structured settings Build in opportunities for student practice of “stop”

Step #2 b - Walk Away Sometimes even when students tell others to

“stop”, problem behaviors will continue.

When this happens students are to “Walk Away” from the problem behavior

Social Responsibility Matrix

Playground Lunch Room

Hall way Bus Area

Identify problem behavior

Pushing in line: Not

respectful

Throwing food:Not

respectful or responsible

Name calling:Not

respectful

Pushing others:

Not safe or respectful

“Stop” signal(for self/ for others)

“stop” “stop” “stop” “stop”

Walk skill Walk away Walk away Walk away Walk away

Reporting Skill

Teach “walk away” Most socially initiated problem behavior is

maintained by peer attention.

Victim behavior inadvertently maintains taunt, tease, intimidate, harassment behavior.

Teach bystanders to facilitate “walking away” Build social reward for victim for “walking

away” Do not reward inappropriate behavior.

Teach “walk away” Model “walking away”

When students experience continued problem behavior or when they see another student experiencing continued problem behavior

Teach students to encourage one another when they use the appropriate response

Practice “walking away” with student volunteers at the front of the class Include at least 3 examples of how to “walk away” and at

least one example of when not no

Step #2c -- “Talk” – Getting help Even when students use “stop” and “walk

away” from the problem, sometimes students will continue to behave inappropriately toward them.

When this happens students should “Talk” to an adult

NOTE: If student is in danger talk to an adult immediately… stop & walk can be bypassed

Social Responsibility Matrix

Playground Lunch Room

Hall way Bus Area

Identify problem behavior

Pushing in line: Not

respectful

Throwing food:Not

respectful or responsible

Name calling:Not

respectful

Pushing others:

Not safe or respectful

“Stop” signal(for self/ for others)

“stop” “stop” “stop” “stop”

Walk skill Walk away Walk away Walk away Walk away

Reporting Skill

Tell teacher Tell teacher Tell teacher Tell teacher

Teach Talk Where is the line between “talking” and

tattling? “Talking” is when you have tried to solve the

problem yourself, and have used the “stop” and “walk” steps first

Tattling is when you do not use the “stop “ and “walk away” steps before “talking” to an adult

Tattling is when your goal is to get the other person in trouble

Teach Talk

Practice “talk” w/ student volunteer in front of class A child comes to you and reports that someone else

was not respectful “Did you say stop?” “Did you walk away?”

Talking to the child who was disrespectful “Did he say stop” “What did you do” “Show me doing it the right way”

Team Task Identify your own school language & signs

for “Stop-Walk-Talk”

Develop Lesson Plans & a Schedule for teaching Stop-Walk-Talk to Staff & Students Develop plan for teaching & practicing across

settings: Stop – Walk – Talk Teach & practice responses across roles:

Victim/ Bystander/ Bully/ Staff

Step #3: Focus on Role of Adults

How to teach expectations Stop – Walk -- Talk

Pre-correct (quick practice of appropriate skills just prior to entering “high probability” context) With whole class With “at risk” students

Reporting routine What do you say when a student comes to you? What do you ask of a student accused of being a bully?

Give Feedback to Students Look for students that use the 3 step response

appropriately & reward

Reinforce students for coming to “talk” to you

The Reporting Routine Ask who, what, when & where Ensure the student’s safety:

Is bullying still happening? What is the severity? Is the reporting student at risk?/ Fear of revenge? What does the student need to feel safe?

Did you tell the student to stop? If yes, praise student for appropriate response

Did you walk away? If yes, praise student for appropriate response

Team Task Build a plan for staff.

Precorrection prior to unsupervised contexts Specific precorrection of “at risk” student Foundations of active supervision

Move, Observer, Interact, Intervene Early

When student comes to you with a complaint Focus first on student coming to you with compliant:

Did you say “stop”… did you “walk away” Do not reward tattling.

Questions for student who was viewed as aggressive Did someone tell you to “stop” Did you “stop”

Step #4: Individual Student Support

Support for Students who are aggressive

Individualized assessment

Family support Teach appropriate

social skills Isolate from deviant

peer group.

Support for Students who are frequent “victims”

Redefine roles Re-teach respectful

behavior Teach social skills Embed student in

constructive peer groups.

Individual Student Support It is important to remind some students about

how they should respond, either when they exhibit problem behavior or when problem behavior is exhibited toward them

Chronic victims & perpetrators At the beginning of non-classroom times check-in

with the student & remind them about how to respond (stop/walk/talk)

At the end of non-classroom times check-in again and ask them how it went and reward successful efforts

Monitoring Implementation

Evaluation:Faculty Survey

Team Task How will your team monitor implementation

of BullyProofing?

How will your team identify the effectiveness of BullyProofing?

Develop a timeline & action plan for implementation, monitoring & decision making

Embedding Bully-Proofing: A Research Example How data were recorded Research Data

How it was taught School Rules:

Be Safe, Be Kind, Be Responsible Problem Behaviors

Basketball, Four square, In between Why do kids do it? Stop, Walk, Talk

How data were recorded When problem behavior was reported, staff follow a specific

school-wide response:1. Reinforce the student for reporting the problem behavior

(i.e. "I'm glad you told me.")

2. "Did you tell the student to stop?" (If yes, praise the student for using an appropriate response)

3. "Did you walk away from the problem behavior?" (If yes, praise student for using appropriate response)

How data are recorded When students report problem behavior appropriately, staff

initiate to following response with student accused of inappropriate behavior:

1. "Did ______ tell you to stop?" If yes: "How did you respond?" Follow with step 2 If no: Practice the 3 step response.

2. "Did ______ walk away?" If yes: "How did you respond?" Follow with step 3 If no: Practice the 3 step response.

3. Practice the 3 step response.

How data are recordedBEHAVIOR not safe not kind not responsibleREPORT Behavior Reported Behavior Observed

SITE playground cafeteria inside recess office quads quads assembly __________

RECIPIENT Used "Stop" Signal Used "Walk Away" procedure Appropriately Reported

Problem Behavior

PERPETRATOR Saw the "stop" signal Saw recipient "walk away" 3-step response practiced

Current Status of Research Effort: Observed 3 students recognized by the school

for exhibiting problem behavior outside the classroom.

Observed recess for Physical Aggression Verbal Aggression

Recipient Responses Bystander Responses

Baseline Phase: Verbal and Physical Aggression during recess

0

2

4

6

8

10

12

0

2

4

6

8

10

12

0

2

4

6

8

10

12

0

2

4

6

8

10

12

Day

Inci

dent

s of P

robl

em

Beh

avio

r at

Rec

ess

Rob

Bruce

Jeff

Composite Peer

Baseline Phase: Conditional Probabilities

Recipient Responses to Verbal and Physical Aggression

“Stop” Response

“Walk” Response

Positive Response

Negative Response

No Response

1% 3% 30% 44% 32%

Bystander Responses to Verbal and Physical Aggression

“Stop” Response

“Walk” Response

Positive Response

Negative Response

No Response

2% 0% 53% 14% 31%

0

2

4

6

8

1

0

2

4

6

8

1 6 11 16 21 26 31 36 41

0

2

4

6

8

1 6 11 16 21 26 31 36 41

0

2

4

6

8

1 6 11 16 21 26 31 36 41

Problem Behavior during recess

Day

Inci

dent

s of P

robl

em

Beh

avio

r at

Rec

ess

Rob

Jeff

Bruce

Composite Peer

Baseline Bully-proofing

Recipient Responses to Verbal and Physical Aggression“Stop”

Response“Walk”

ResponsePositive

ResponseNegative

ResponseNo

Response25% 8% 25% 16% 26%

Bystander Responses to Verbal and Physical Aggression

“Stop” Response

“Walk” Response

Positive Response

Negative Response

No Response

17% 4% 14% 13% 51%

Intervention Conditional Probabilities

Victim Response to Bullying

0

10

20

30

40

50

Stop Walk Social + Social - No RespCond

ition

al P

roba

bilti

y gi

ven

Bully

ing

Pre Post

Bystander Response to Bullying

0

10

20

30

40

50

60

Stop Walk Social + Social - No RespCond

ition

al P

roba

bilti

y gi

ven

Bully

ing

Pre Post

Additional Resources For detailed information on implementing the

Bullyproofing Response to Problem Behavior

Go to www.pbis.org Click on Bully Prevention in SWPBIS

Or the direct Link http://www.pbis.org/pbis_resource_detail_page.aspx?PBI

S_ResourceID=785

Elementary & MS versions

Team Work Time Continue to develop materials & your school

implementation plan