SWPBS: Reducing Effectiveness of Bullying

Behavior

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

January 19, 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.

• Re/over-view of SWPBS• 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

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: Re/over-view

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)

SWPBS isFramework for enhancing adoption & implementation of

Continuum of evidence-based interventions to achieve

Academically & behaviorally important outcomes for

All students

All about implementation

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

SYST

EMS

“BULLY BEHAVIOR”PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

SWPBS look at bullying behavior

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

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?

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

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

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

Avg Ref/Day/Month

Office Discipline Referrals• Definition

– Kid-Teacher-Administrator interaction– Underestimation of actual behavior

• Improving usefulness & value– Clear, mutually exclusive, exhaustive definitions– Distinction between office v. classroom managed– Continuum of behavior support – Positive school-wide foundations– W/in school comparisons

# Ref by Problem Behavior

SWIS Definition of B

ullying Behavior

# Ref by Location

# Ref by Time of Day

# Ref by Student

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

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______

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