INTEGRATING BULLY PREVENTION WITHIN SWPBIS George Sugai, University of Connecticut

Rob Horner, University of Oregon

www.pbis.org

Robh`@uoregon.eduGeorge.sugai@uconn.edu

Objectives

• Define bully prevention need from national, state and district perspective

• Define how to build a bully prevention agenda within School-wide PBIS.

• Provide examples of states, districts working efficiently and effectively

A Context: Increasing national attention• Whitehouse Forum on Bully Prevention (March,

2011)– Susan M. Swearer, University of Nebraska – Lincoln

• Risk Factors – Catherine P. Bradshaw, Johns Hopkins University

• Teachers are not prepared on procedures to respond to bullying– Justin W. Patchin, Ph.D. University of Wisconsin-Eau C

• Growing role of cyber-bullying– George Sugai, Ph.D., University of Connecticut

• Role of school-wide systems in preventing bullying– Dorothy L. Espelage, University of Illinois, Urbana-Champaign

• Bullying and LGBT students; Students with disabilities.

What is Bullying?• “Bullying” is repeated aggression, harassment,

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

• Examples:

5

The Challenge

• A growing array of bully prevention procedures (packages) are available

• IMPLEMENTATION– Creating something NEW is expensive– Using what you already do well is essential– Focus on core features… add what you need.– Always build data systems to assess and improve

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

Why SWPBS?

SWPBS isFramework for enhancing adoption & implementation of

Continuum of evidence-based interventions to achieve

Academically & behaviorally important outcomes for

All students

SYST

EMS

“BULLY BEHAVIOR”PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

PREVENTION & EARLY

INTERVENTION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

RtIReducingBullying

Prevention Logic for AllBiglan, 1995; Mayer, 1995; Walker et al., 1996

Decrease development

of new problem

behaviors

Prevent worsening &

reduce intensity of

existing problem

behaviors

Eliminate triggers &

maintainers of problem

behaviors

Teach, monitor, &

acknowledge prosocial behavior

Redesign of teaching environments…not students

Universal

Targeted

Intensive

All

Some

FewContinuum of Support for

ALL

Dec 7, 2007

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

SWIS Definition of B

ullying Behavior

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.

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.

Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial.

RCT & Group Design PBIS Studies

• Reduced major disciplinary infractions• Improvements in academic achievement

• Enhanced perception of organizational health

& safety• Improved school climate• Reductions in teacher reported bullying

behavior & peer rejection

Integrated PBIS Response to Bullying

Bullying Requirements

Bullying Coordinator

School Climate

Data Systems

Event Reporting

Response Team

School & Community

Staff Prof Dev

Evid-base Practices

PBISCoach/Team Leader

Preventive Tier I

SWIS

Continuous SWIS

Leadership Team

School & Family

Data-based Prof Dev

RCT & SSR Research

SWPBS look at bullying behavior

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

Contextor

Setting

InitiatorTarget

Bystander Staff

Continuum of Behavior

Fluency

• 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?

4 basic strategies….if

you do nuthin’ else….

Give Priority to Effective Practices

Less Effective

Label Student

Exclude Student

Blame Family

Punish Student

Assign Restitution

Require Apology

More Effective

Teach All Specific SS

Use Data

Actively Supervise

Reinforce Expect Beh

Individualize for Non-Resp

Invest Prev Sch Culture

• “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•

www.pbis.org

• Analyze problem setting• Reteach• Anticipate, remind, &

practice• Replace triggers &

maintainers• Reinforce desired

2. Precorrect Before, During,

After

Allday & Pakurar (2007)

• Move• Scan• Interact positively• Model expectations• Reward appropriate

behavior• Remind & precorrect

3. Actively Supervis

e

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