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SWPBS: Reducing Effectiveness of Bullying Behavior. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut February 28, 2011 www.pbis.org www.cber.org www.swis. org. PURPOSE - PowerPoint PPT Presentation
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SWPBS: Reducing Effectiveness of Bullying
Behavior
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
February 28, 2011
www.pbis.org www.cber.org www.swis.org
PURPOSE
To improve our understanding
of & responding to bullying
behavior from perspective of
school-wide positive behavior
support.
• SWPBS Basics• Bullying behavior in SWPBS• Strategies
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 recipients
SWPBS: Basics
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
Universal
Targeted
Intensive
All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
~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
OUR BEHAVIORAL PERSPECTIVE
“Do”
Learning history
“Context” or environment
Context manipulatio
n
Data-based decision making
• Teach effective, efficient, relevant social skills1
• Remove triggers of problem behavior2• Add triggers for social skills3• Remove consequences that maintain
problem behavior4• Add consequences that maintain
social skills5
Prevention
SYST
EMS
“BULLY BEHAVIOR”PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
SWPBS look at bullying behavior
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
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?
Three basic strategies….if
you do nuthin’ else….
• 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•
www.pbis.org
2. Precorrect
• Analyze problem setting• Describe problem behavior• Identify triggers & function• Identify acceptable alternative behavior• Modify setting to prevent• Check-in w/ student to remind of desired behavior
Before
• Monitor• Remind• Reinforce• Redirect
During
• Correct• Reinforce approximations• Reteach• Remind
After
• Move• Scan• Interact positively• Model expectations• Reward appropriate
behavior• Remind & precorrect
3. Actively Supervis
e
PBIS Prevention Goals & Bullying Behavior
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