swpbs: preventing & reducing effectiveness of bullying behavior
DESCRIPTION
SWPBS: Preventing & Reducing Effectiveness of Bullying Behavior. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Aug 18, 2010 www.pbis.org www.cber.org www.swis. org. PURPOSE - PowerPoint PPT PresentationTRANSCRIPT
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SWPBS: Preventing & Reducing Effectiveness of
Bullying Behavior
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
Aug 18, 2010
www.pbis.org www.cber.org www.swis.org
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PURPOSE
To improve our understanding
of & responding to bullying
behavior from perspective of
school-wide positive behavior
support.
• Re/over-view of SWPBS• Bullying behavior in SWPBS• Strategies
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SWPBS: Re/over-view
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SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students(Zins & Ponti, 1990)
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SWPBS is
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SYST
EMS
“BULLY BEHAVIOR”PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
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Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
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Horner, R. H., Sugai, G., & Anderson, C. M. (in press). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality.
www.pbis.org
“Is SWPBS evidence-based practice?”
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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%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
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RtI
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1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions• Individual Students• Assessment-based
• High Intensity
Intensive, Individual Interventions• Individual Students• Assessment-based
• Intense, durable proceduresTargeted Group Interventions• Some students (at-risk)
• High efficiency• Rapid response
Targeted Group Interventions• Some students (at-risk)
• High efficiency• Rapid response
Universal Interventions• All students
• Preventive, proactive
Universal Interventions• All settings, all students• Preventive, proactive
Responsiveness to Intervention
Academic Systems Behavioral Systems
Circa 1996
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RTIIntegrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum
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All
Some
FewRTI
Continuum of Support for
ALL
Dec 7, 2007
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Continuum of Support for ALL
Dec 7, 2007
Science
Soc Studies
Reading
Math
Soc skills
Basketball
Spanish
Label behavior…not people
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Continuum of Support for ALL
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
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SWPBS look at bullying behavior
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• Label student• Exclude student• Blame family• Punish student• Assign restitution• Ask for apology
• Teach targeted social skills
• Reward social skills• Teach all• Individual for non-
responsive behavior• Invest in positive
school-wide culture
Doesn’t Work Works
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Is Behavior an Issue?
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Pre-K K-6 6-9 9-12 K8-120%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
12.4 - Mean Percentage Students (2009-10) (Majors Only)Students 6+
Students 2 to 5
Students 0 or 1
N = 2565 713 266 474
9% 19% 24%
Mean % Students 2009-2010 Majors Only
91% 81% 76%
Most are responsive…but
some need a bit more.
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Pre-K K-6 6-9 9-12 K8-120%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%12.5 - Mean Percentage ODRs (2009-10) (Majors Only)Students 6+
Students 2 to 5
Students 0 or 1
74% 82% 84%
Mean % ODRs 2009-2010 Majors Only
Students: 9% 19% 24% 18%
And we know who they are!
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Inapp
lan
Agg/F
ight
Disres
ptLy
ing
Haras
s
Disrup
tionTar
dy
Skip/T
ruan Skip
Truan
Prop d
amThe
ft
Dress
Tech
Inapp
affec
tion
Out bo
unds
Gang D
isplay
Tobac
co
Alcoho
l
Drugs
Combu
st
Vanda
l
BombArs
on
Wea
pons
Other b
ehav
Unkno
wn beh
avMino
r
M-Inap
p lan
M-Con
tact
M-Disr
espt
M-Disr
uptio
n
M-Prp
ty Misu
se
M-Dre
ss
M-Tec
h
M-Tar
dy
M-Othe
r
M-Unk
nown
0%
5%
10%
15%
20%
25%
10.2 - Problem Behavior: K-6
% Group ODRs
Mean % ODRs
Aggression-fighting &
disrespect
K-6 Problem Behavior ODR
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Inapp
lan
Agg/F
ight
Disres
ptLy
ing
Haras
s
Disrup
tionTar
dy
Skip/T
ruan Skip
Truan
Prop d
amThe
ft
Dress
Tech
Inapp
affec
tion
Out bo
unds
Gang D
isplay
Tobac
co
Alcoho
l
Drugs
Combu
st
Vanda
l
BombArs
on
Wea
pons
Other b
ehav
Unkno
wn beh
avMino
r
M-Inap
p lan
M-Con
tact
M-Disr
espt
M-Disr
uptio
n
M-Prp
ty Misu
se
M-Dre
ss
M-Tec
h
M-Tar
dy
M-Othe
r
M-Unk
nown
0%
5%
10%
15%
20%
25%
10.3 - Problem Behavior: 6-9
% Group ODRs
Mean % ODRs
Disrespect
6-9 Problem Behavior ODR
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Inapp
lan
Agg/F
ight
Disres
ptLy
ing
Haras
s
Disrup
tionTar
dy
Skip/T
ruan Skip
Truan
Prop d
amThe
ft
Dress
Tech
Inapp
affec
tion
Out bo
unds
Gang D
isplay
Tobac
co
Alcoho
l
Drugs
Combu
st
Vanda
l
BombArs
on
Wea
pons
Other b
ehav
Unkno
wn beh
avMino
r
M-Inap
p lan
M-Con
tact
M-Disr
espt
M-Disr
uptio
n
M-Prp
ty Misu
se
M-Dre
ss
M-Tec
h
M-Tar
dy
M-Othe
r
M-Unk
nown
0%
5%
10%
15%
20%
25%
10.4 - Problem Behavior: 9-12
% Group ODRs
Mean % ODRs
Disrespect +
tardy, skip, truant
9-12 Problem Behavior ODR
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• Victim attention• Bystander attention• Self-delivered praise• Tangible access
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PREVENTION
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~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 & classroom discipline• Positive reinforcement• Effective instruction• Parent engagement• Active supervision
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION• • • • •
PRIMARY PREVENTION• • • • • •
~15%
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Three basic strategies….if
you do nuthin’ else….
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MUST…..• Be easy & do-able by all• Be contextually relevant• Result in early disengagement• Increase predictability• Be pre-emptive• Be teachable• Be brief•
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www.pbis.org
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2. Precorrect
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Allday & Pakurar (2007)
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PBIS Prevention Goals & Bullying Behavior