School-wide Positive Behavioral Interventions and Supports: Reducing Bullying in Middle School

Rob HornerUniversity of Oregonwww.pbis.org; www.uoecs.org

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Goals

• Introduce School-wide PBIS as an approach for reducing problem behavior

• Present an efficient and effective approach for addressing bulling behavior within the School-wide PBIS framework

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Main Messages

• We will not achieve the academic goals of schools without investing in building the social culture that makes a school and effective learning environment.

• The most cost-effective approach to reducing problem behavior is to invest first in school-wide systems… then add more intensive supports. 3

Context• Problem behavior continues to be the primary reason why

individuals in our society are excluded from school, home, recreation, community, and work.

Problem BehaviorsInsubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, parking lot violation, irresponsible, trespassing, disrespectful, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc.

• Vary in intensity

• Exist in every school, home and community context

• Place individuals at risk physically, emotionally, academically and socially

• Are expensive: For society, schools, classrooms, students, families

Bullying Behavior The National School Safety Center (NSSC) called bullying

the most enduring and underrated problem in U.S. schools.

(Beale, 2001)

Nearly 30 percent of students have reported being involved in bullying as either a perpetrator or a victim.

(Nansel, et al., 2001; Swearer & Espelage, 2004).

Victims and perpetrators of bullying are more likely to skip and/or drop out of school.

(Berthold & Hoover, 2000; Neary & Joseph, 1994)

Victims and perpetrators of bullying are more likely to suffer from underachievement and sub-potential performance in employment settings.

(Carney & Merrell, 2001; NSSC, 1995).

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Bullying Behavior

• Involvement in bullying is a cross-cultural phenomenon (Jimerson, Swearer, & Espelage, 2010)

• Bullying is NOT done by a small number of students who are socially and emotionally isolated. Bullying is common across socio-economic status, gender, race, grade, and class.

• Bradshaw, et al., 2010

• Many bully prevention programs are either ineffective, only show change in verbal behavior, or inadvertently result in increases in relational aggression and bullying.

• Merrell et al., 2008

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School-wide Positive Behavioral Interventions and Supports (SWPBIS)• The social culture of a school

matters.

• A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

• Effective practices with the systems needed for high fidelity and sustainability

• Multiple tiers of intensity

What is School-wide Positive Behavior Intervention and Support?

• School-wide PBIS is:• A framework for establishing the social culture and

behavioral supports needed for a school to be an effective learning environment for all students.

• Evidence-based features of SWPBIS• Prevention• Define and teach positive social expectations• Acknowledge positive behavior• Arrange consistent consequences for problem behavior• On-going collection and use of data for decision-making• Continuum of intensive, individual intervention supports. • Implementation of the systems that support effective

practices

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

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Main Ideas:1. Invest in prevention first2. Multiple tiers of support

intensity3. Early/rapid access to

support

Experimental Research on SWPBIS

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.

Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.

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.

Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) 118-128.Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156

SWPBIS Experimentally Related to:1. Reduction in problem behavior2. Increased academic performance3. Increased attendance4. Improved perception of safety5. Reduction in bullying behaviors6. Improved organizational efficiency

7. Reduction in staff turnover8. Increased perception of teacher efficacy9. Improved Social Emotional competence

Number of Schools Implementing SWPBIS since 2000

00 01 02 03 04 05 06 07 08 09 2010 2011 20120

2000

4000

6000

8000

10000

12000

14000

16000

18000

20000

18,276

Using PBIS to AchieveQuality, Equity and Efficiency

• QUALITY: Using what works; Linking Academic and Behavior Supports• North Carolina (valued outcomes)• Michigan (behavior and literacy supports)• Commitment to Fidelity Measures• Building functional logic/ theory/ practice (Sanford)

• EQUITY: Making schools work for all• Scott Ross• Russ Skiba• Vincent, Cartledge, May & Tobin• Bully prevention

• EFFICIENCY: Working Smarter: Building implementation science into large scale adoption.• Using teacher and student time better.• Dean Fixsen/ Oregon Dept of Education

Time Cost of aDiscipline Referral(Avg. 45 minutes per incident for student 30 min for Admin 15 min for Teacher)

1000 Referrals/yr

2000 Referrals/yr

Administrator Time

500 Hours 1000 Hours

Teacher Time 250 Hours 500 Hours

Student Time 750 Hours 1500 Hours

Totals 1500 Hours 3000 Hours

0

300

600

900

1200

1500 To

tal O

ffice

Dis

cipl

ine

Ref

erra

ls

95-96 96-97 97-98 98-99School Years

Kennedy Middle School

Pre PBIS Year 1 Year 2 Year 3

What does a reduction of 850 office referrals and 25 suspensions mean? Kennedy Middle School

Savings in Administrative time

ODR = 15 min Suspension = 45 min

13,875 minutes231 hours

29, 8-hour days

Savings in Student Instructional time

ODR = 45 min Suspension = 216 min

43,650 minutes728 hours

121, 6-hour school days

Remember that the multiple tiers of support refer to our SUPPORT not Students.

Avoid creating a new disability labeling system.

Reading

Behavior

Math

Health

~80% of Students

~15%

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/ Check out• Targeted social skills

instruction• Anger Management• Social skills club• First Step to Success

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• Check and Connect•

PRIMARY PREVENTION• Teach SW expectations• Consistent Consequences• Positive reinforcement• Classroom Systems• Parent engagement• Bully Prevention

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

Rob HornerUniversity of Oregon

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www.pbis.org

Bully Prevention within SWPBS Implementation

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School-wide Expectations-------------------

Define, Teach Acknowledge, Data

System, Consequence System

Classroom Systems

Bully Prevention

What is Bullying?• “Bullying” is aggression, harassment, threats or intimidation

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

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Video

Bully Prevention in Positive Behavior Support:The Foundation

• Bullying behavior occurs in many forms, and locations, but typically involves student-student interactions.• Bullying is seldom maintained by feedback from adults

• What rewards Bullying Behavior?• Likely many different rewards are effective• Most common are:

• Attention from bystanders• Attention and reaction of “victim”• Self-delivered praise• Obtain items or Activity

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Bully Prevention in Positive Behavior Support:The Foundation

• Consider the smallest change that could make the biggest impact on Bullying… Build on what you already do well.

• Remove the praise, attention, recognition that follows bullying.

• Do this without (a) teaching bullying, or (b) denigrating children who engage in bulling behaviors.

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Bully Prevention in Positive Behavior Support

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Available at www.pbis.org

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Norwegian

Dutch

Elements of Effective Bully Prevention

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School-wide PBIS

Data Use

Bully Prevention Logic

Faculty Implementation

Student Use of BP-PBIS

Advanced Support

What is taughtFive Student Skills For Faculty/Staff

• School-wide behavioral expectations (respect)

• Stop routine when faced with disrespectful behavior

• Bystander stop routine when observing disrespectful behavior

• Stopping routine if someone tells you to “stop”

• A recruit help routine to recruit adult help if you feel unsafe.

• Agreement on logic for bully prevention effort.

• Strategy for teaching students core skills

• Strategy for follow-up and consistency in responding

• Clear data collection and data use process

• Advanced support options38

Delivering Bully Prevention in Positive Behavior Support

• Establish rules for instruction based on 3-5 school-wide positively stated rules

• Teach “being respectful” • Discuss examples of following school-wide rules in

specific settings.• What do problem behaviors outside the

classroom look like:• Basketball, Four square, Cafe Line• The word “bully” is never used

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Teach the “Stop Signal” routine• If someone is directing disrespectful behavior to

you, or someone else, tell them to “stop.”

• Review how the stop signal should look and sound• Firm hand signal• Clear voice

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Why do Kids do it? • Discuss why kids exhibit problem behavior outside the

classroom

Peer attention comes in many forms:• Arguing with someone that teases you• Laughing at someone being picked on• Watching problem behavior and doing nothing

• To change bullying we need to change the payoffs for bullying

The flame under a glass… remove the oxygen

Stop, Walk, Talk• A clear, simple, and easy to remember 3 step response

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Teach “walk away”Sometimes, even when students tell others to “stop”,

problem behavior will continue. When this happens, students are to "walk away" from the problem behavior.

• Remember that walking away removes the reinforcement for problem behavior

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

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Teach “getting help”Even when students use “stop” and they “walk away” from

the problem, sometimes students will continue to behave inappropriately toward them. When that happens, students should "talk" to an adult.

• Report problems to adults• Where is the line between tattling, and reporting?

• "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

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Teaching a “Stopping Routine”• Eventually, every student will be told to stop.

When this happens, they should do the following things• Stop what they are doing • Take a deep breath• Go about their day (no big deal)

• These steps should be followed even when they don’t agree with the “stop” message.

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How Adults RespondWhen any problem behavior is reported, adults follow a specific

response sequence:Reinforce the student for reporting the problem behavior (i.e. "I'm glad you

told me.")

Ask who, what, when and where.

Ensure the student’s safety. Is the bullying still happening? Is the reporting child at risk? Fear of revenge? What does the student need to feel safe? What is the severity of the situation

"Did you tell the student to stop?" (If yes, praise the student for using an appropriate response. If no, practice)

"Did you walk away from the problem behavior?" (If yes, praise student for using appropriate response. If no, practice.)

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Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42(4), 747-759.

• Three Schools

• Six students identified for high rates of verbal and physical aggression toward others.

• Whole school implementation of SWPBIS• Whole school addition of Stop-Walk-Talk

• Direct observation of problem behavior on playground.

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0

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6

8

10

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8

10

Baseline Acquisition Full BP-PBS Implementation

0

2

4

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2

4

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2

4

6

8

10

Num

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lyin

g Be

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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%

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Conditional Probabilities of Victim Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

"Sto

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"Wal

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Pos

itive

Res

pons

e(la

ughi

ng/c

heer

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Neg

ativ

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espo

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(cry

ing/

fight

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back

)

No

Res

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Prob

abili

ty o

f Res

pons

eBaselineBP-PBS

28% increase 19% decrease

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Conditional Probabilities of Bystander Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

"Sto

p"

"Wal

k"

Pos

itive

Res

pons

e(la

ughi

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heer

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Neg

ativ

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espo

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(cry

ing/

fight

ing

back

)

No

Res

pons

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Prob

abili

ty o

f Res

pons

eBaselineBP-PBS

21% increase

22% decrease

Middle Schools:Expect Respect• Student forum• Multiple lessons• On-going assessment of staff fidelity• Student survey

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Building Consensus• Collect student survey data

• Is relational aggression perceived as a problem?

• Hold student Forums (many formats possible)

• Share results with whole student-body

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Student Forum (middle/high school)• 8-10 students selected for leadership/contribution

• 60-90 min

• Content of discussion:• 1. Disrespectful behavior is a problem. Damages ability of others

to succeed in school.• 2. Disrespectful behavior typically keeps happening because it

results in attention from peers.• 3. We need common (school-wide) routines for:

• A) Stop Routine (signal that behavior should stop)• If someone is disrespectful toward you• If you encounter someone being disrespectful toward others

• B) Stopping Routine (what to do when someone asks you to “stop”• C) Recruiting help routing (Getting help when you feel unsafe)

• 4. What would be best way to introduce/train these routines? 53

Student Survey• In your school

• 1. You feel safe• 2. Other students treat you respectfully?• 3. You treat other students respectfully?• 4. Adults treat you respectfully?• 5. You treat adults in your school

respectfully • In the past week

• 5. Has anyone treated you disrespectfully?

• 6. Have you asked someone to “stop?”• 7. Has anyone asked you to “stop?”• 8. Have you seen someone else treated

disrespectfully?

Disagree Agree 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 2 3 4 5 1 2 3 4 5

No Yes

No Yes No Yes

No Yes

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Safe Your are treated You treat others Adults treat you You treat aduls0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Pre BP

Treated Dis Ask other to stop Asked to stop Seen disrespt0%

5%

10%

15%

20%

25%

30%

35%

40%

Pre BP

Simulated Survey Responses

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M

ean

Stu

dent

Res

pons

e N

= 2

35

Safe You are treated You treat others Adults treat you You treat aduls0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Pre BPPost BP

Simulated Survey Results4 weeks before BP and 4 week after BP

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Per

cent

age

of S

tude

nts

Res

pond

ing

“yes

”

Treated Dis Ask other to stop Asked to stop Seen disrespt0%

5%

10%

15%

20%

25%

30%

35%

40%

Pre BPPost BP

How to Implement Bully Prevention in PBS• School• Implement School-wide PBS• Faculty commitment • Faculty introduction to BP• Team to implement• Build BP lessons for students• Train all students• Booster/Follow up lessons• Coaching support for

supervisors• Collect and use data

• District• Build expectation for all

schools• Fall orientation emphasis

on social behavior• District

trainer/coordinator• District reporting of:

• Schools using BP-PBS• Fidelity of implementation• Impact on student

behavior

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www.pbis.org

Bullying/Harassment Prevention in Positive Behavior Support: Expect Respect Brianna C. Stiller Rhonda N.T. Nese Anne K. Tomlanovich Robert H. Horner Scott W. Ross

Contact Information• Curriculum Available at: www.pbis.org

• Scott Ross: sross@usu.edu• Rob Horner: robh@uoregon.edu

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