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Addressing Bullying Behavior W/in a PBIS Framework
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
October 6, 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
Suggestions
Avoid labeling & “demonizing” students….focus on behavior & context in which it occurs
Use PBIS framework to address problem bullying behavior
Examine data, outcomes, practices, & systems
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
Search Methodology (Independent Coders)
Electronic search of databases ERIC, Medline, PsychINFO, PubMED, Sociological Abstracts, Scopus
Ancestral search of program materials & papers
Citation appraisal of relevant review articles
Inclusion Criteria
• e.g., book chapter, journal article, online materials, program manual
Published program description
Formal instructions or narrative for implementation
“Bullying” behaviors as primary intervention target
School settings as primary implementation context
Pre-K to Grade 12 focus.
Program Materials
Primary Source Type n %
Book Chapter 11 25.00
Dissertation 2 4.55%
Journal Article 22 50.00%
Program Manual 9 20.45%
Total 44 100.00%
• Total programs identified = 51
• Total programs reviewed = 44– Program materials non-English = 6
– Manual for purchase only = 1
Preliminary Results – Key Groups
Key Group
Component Present
Definition of Group
Observable Focus Skills
Observable Skills
Initiator 27(61.36%)
19 (43.18%)
8(18.18%)
Accept responsibility; Recruit attention positively
Target 31(70.45%)
13(29.55%)
20(45.45%)
Ignore; Seek help; Verbally confront initiator; Walk away
Bystander 27(61.36%)
12(27.27%)
19(43.18%)
Model appropriate behavior; Report incidents; Verbally confront initiator
Staff* 21(47.73%)
8(18.18%)
21(47.73%)
Develop clear consequences; Develop protocol for intervening on incidents; Public posting of expectations
* 33 (75%) of programs required curriculum implementation
Examples of Nonobservable Behaviors for Initiators
Increase tolerance of others (Sheffield Project).
Learn to empathize w/victims (Kia Kaha).
Improve anger management (BullyBusters).
Increase confidence (Anti-bullying game)
Raise awareness of own behavior (Befriending intervention program)
Increase consideration for others (No Blame approach)
Preliminary Results – Systems Logic
Systems Feature n % Notes
Faculty Team Developed13 29.55%
Use of Initiator Data10 22.72%
School staff referral; parent referral; Needs assessment of aggression, anger management; self-assessment
Use of Target Data6 13.63%
School staff referral; parent referral; Needs assessment
Use of Bystander Data2 4.54%
Self-assessment; Incidence reporting
Staff Training Provided23 53.49%
LEA Endorsement4 9.09%
LEA Coordinator6 13.63%
Preliminary Results -- RTI
RTI Features n % Notes
Identification Screening 3 6.82%
Data Referenced 12 27.27%
Data Specified9 20.45%
School-wide survey of bullying needs; Student incident reports; Teacher incident reports; Referrals
Initiator Continuum 14 31.81% Group counseling sessions
Target Continuum 13 29.55% Group counseling sessions
Bystander Continuum 8 18.18%
Staff Continuum 2 4.54% No formal strategies described.
Fidelity Checks 3 6.82%
Preliminary Conclusions
Develop 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 isFramework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
PREVENTION & EARLY
INTERVENTION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
RtIReducingBullying
~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
IntensiveContinuum of Support for “Manuella”
Dec 7, 2007
Harassment
Computer Lab
Social Studies
Physical Intimidation
Adult Relations.
Attendance
Literacy
Label behavior…not people
SYST
EMS
“BULLY BEHAVIOR”PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
OUR BEHAVIORAL PERSPECTIVE
“Do”
Learning history
“Context” or environment
Context manipulation
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
• 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
• 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•
Scott Ross, University of Oregon39
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%
Scott Ross, University of OregonBP-PBS, Scott Ross 40
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
• 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 Supervise
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
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