USING THE PBIS (WITH A BRIEF OVERVIEW OF PBIS) FRAMEWORK TO PREVENT BULLYING BEHAVIOR

Adapted and Borrowed from the IL PBIS Network Summer Leadership

Conference Aug 1-2, 2012& Other PBIS Presentations

PRESENTATION OVERVIEWBy the end of the overview, you will be able to:• Understand the basics of PBIS

implementation• Define bullying behaviors• Identify ineffective practices in current

bullying prevention programs• Identify core features of effective bullying

prevention, and how they fit within the PBIS framework (STOP WALK TALK)

WHAT IS PBIS?

•Proactive approach

•Establishes behavioral supports

•Develops social culture

•Supports all students socially, emotionally, academically

•Three-tiered system of support

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement

Three Tiers of PBISUniversal Level-Tier 1

All students are taught and practice expected behaviors

Expected behaviors are reinforcedExpected behaviors are re-taught as needed

Some Students Need MoreTier 2 – Targeted Interventions

Tier 3 – Intensive or Individualized Interventions

THE LOGIC: WHY INVEST IN BULLYING PREVENTION?

• The National School Safety Center (NSSC) called bullying the most enduring and underrated problem in U.S. schools.

(Beale, 2001)

• Victims and perpetrators of bullying are more likely to skip and/or drop out of school.

(Berthold & Hoover, 2000; Neary & Joseph, 1994)

• 84.6% of LGBT students reported being verbally harassed, 40.1% reported being physically harassed and 18.8% reported being physically assaulted at school in the past year because of their sexual orientation

GLSEN, 2009)

• Nearly 30 percent of students have reported being involved in bullying as either a perpetrator or a victim

(Cook, Williams, Guerra, & Kim, 2010; Nansel, et al., 2001;

Swearer & Espelage, 2004)

• Victims and perpetrators of bullying are more likely to suffer from underachievement and sub-potential performance in employment settings.

(Carney & Merrell, 2001; NSSC, 1995)

• Students on the autism spectrum are more likely to be victimized than their non-disabled peers

(Little, 2002)

• 40-60% of students with intellectual disabilities report being bullied. But not at a level of intensity or chronicity that differs from typically developing adolescent

( Christensen, Fraynt, Neece & Baker, 2012)

WHAT IS BULLYING?

“Bullying” is repeated aggression, harassment, threats or intimidation when one person has greater status or power than the another.

Bullying is behavior, not a trait, or diagnosis, or a person.

\

WHAT DOES IT LOOK LIKE?• Physical

aggression

• Repeated acts of isolation

• Name calling (discrimination, etc.)

• Cyber bullying

• Rumors

• Threats

WHAT REINFORCES BULLYING?

What rewards Bullying Behavior?

Likely many different rewards are effective

Most common are: Attention from bystanders Attention and reaction of “victim” Self-delivered praise Obtaining objects (food, clothing)

Bullying is seldom maintained by feedback from adults

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RESEARCH SUMMARY:PRACTICES THAT DO NOT WORK WELL

Profiling approaches

Zero tolerance policies

Suspensions/Punitive disciplinary approaches

Peer mediation

Stand alone curriculum

Bullying groups

Motivational Speakers,

Anti-Bully posters/Campaigns

Labeling students

RESEARCH SUMMARY: PROBLEMS WITH CURRENT BULLYING PREVENTION PROGRAMS

Problem #1: Many bullying prevention programs focus on only the bully and the victim

Problem #2: Inadvertent “teaching of bullying” with possible contraindicated practices

Problem #3: Blame the bully

Problem #4: Ignore role of “bystanders”

Problem #5: Initial effects gained without sustained impact

Problem #6: Expensive effort

PREVENTION OF BULLYING BEHAVIOR INVOLVES BOTH:

teaching all students the skills needed to meet their social needs without bullying, and

changing aspects of the school culture that may promote aggressive behavior

…two components that are often lacking in typical anti-bullying programs (Olweus, 2003).

CORE ELEMENTS OF AN EFFECTIVE BULLYING PREVENTION EFFORT:

Bullying prevention that is efficient and “fits” WITHIN existing behavior support efforts

Bullying PREVENTION; not just remediation

Bullying prevention within a SYSTEMS APPROACH that help to make the program sustainable.

SIX FEATURES OF PBIS THAT CONTRIBUTE TO EFFECTIVE APPLICATION OF BULLYING PREVENTION:

Instructional principles to teach expected behaviors

Monitoring and acknowledgement

Instruction and pre-correction

Correction of problem behaviors

Collection and use of information

Team

FULLY IMPLEMENTING IL PBIS SCHOOLS HAVE FEWER ODRS RELATED TO BULLYING BEHAVIOR

Disrespect Harassment Fighting Aggression

A strong foundation for installing Bulling Prevention

AVERAGE ODRS FOR ‘BULLYING’ BEHAVIORSCOMPARISON OF FULLY & PARTIALLY IMPLEMENTING IL PBIS SCHOOLS

Fully Implementing (n=303) Partially Implementing (n=35)0

20

40

60

80

100

120

140

160

103.2 147.7

Average ODRs for Bullying Related Behaviors

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ols 43%

Difference

2009-10

STOP

WALKTALK

IMPLEMENTING BULLYING PREVENTION: STEPS FOR

STAFF AND STUDENTS

• Step 1: Teach Respect School-wide• Step 2: Select a stop signal• Step 3: Train the staff• Step 4: Orient then Train all students in the

skills/routines (confirm with practice)• Stop• Walk• Talk/Recruiting Help

STOP ROUTINE If you encounter behavior that is NOT respectful

Say and Show

“STOP”

Talk to an Adult

Stop -------- Walk -------- Talk

Walk Away

RECRUITING HELP ROUTINE: TEACH WALK/TALK

• Walk Away:Remember that walking away removes the

attention for problem behaviorEncourage students to support one another

when they use the appropriate Stop Walk Talk response

• Talk

STOPPING ROUTINE

• Eventually, every student will be told to stop. When this happens, they should do the following thingsStop what you are doing Take a deep breathGo about your day (“no big deal”)

• These steps should be followed even when you don’t agree with the “stop” message.

BYSTANDER STOP ROUTINE

• Remember: Even if all you do is “watch” a bad situation, you are providing attention that rewards disrespectful behavior.

• If you see someone else being treated disrespectfully: Say and show “stop” to the person being

disrespectful Offer to take the other person away for a little bit.

If they do not want to go, that is okay…just walk away.

FOR FACULTY/STAFF: CORE FEATURES OF AN EFFECTIVE BULLYING PREVENTION EFFORT

1) Agreement on logic/need for bullying prevention effort

2) Strategy for teaching students core skills

3) Strategy for follow-up and consistency in responding

4) Clear data collection and data use process

5) Advanced support options

6) Plan for effective implementation of bullying prevention.

FACULTY RESPONSE PROCEDURE

When any problem behavior is reported, adults follow a specific response sequence:

Ensure the student’s safety.

Determine if “stop” response was used

Determine if “stop” response was followed

As needed, re-teach the responses to all students involved

BUILD YOUR BP CURRICULUM AND TEACHING PLANS

1. Use National PBIS Center’s BP-PBIS Curriculum:

Ross, S., Horner, R., & Stiller, B. (2008). Bully prevention in positive behavior support in Elementary Schools/Middle Schools. OSEP Center on Positive Behavioral Interventions and Supports. Eugene, OR. Available at: www.pbisillinois.org/curriculum/bullying

2. MS/HS: National PBIS Center’s Expect Respect curriculum

Current draft is in research phase, anticipated availability Sept 2012

3. Develop your own behavioral lesson plans

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ADDITIONAL RESEARCHEspelage, D. L., & Swearer, S. (2003). Research on school bullying and

victimization: What have we learned and where do we go from here? School Psychology Review. 23(3). 365-383.

Good, C. McIntosh, K., & Gietz, C. (2011). Integrating bullying prevention into school-wide positive behavior support. Teaching Exceptional Children. 44 (1). 48-56.

Illinois PBIS Network (2010). Technical assistance brief: effective bulling prevention (BP) within a school-wide system of positive behavior interventions & supports. Retrieved from www.pbisillinois.org/curriculum/bullying

Mayer, M.J. (2008). Fact Sheet #1: Overview of school violence prevention. Retrieved from Consortium to Prevent School Violence website

Ross, S., Horner, R., & Stiller, B. (2008). Bully prevention in positive behavior support in Elementary Schools/Middle Schools. OSEP Center on Positive Behavioral Interventions and Supports. Eugene, OR.

Sugai, G., & Horner, R. (2011). Reducing the effectiveness of bullying behavior in schools. OSEP Center on Positive Behavioral Interventions and Supports website. Eugene, OR.

BP RESOURCES Illinois PBIS Network’s Bullying Prevention

Webpage: www.pbisillinois.org/curriculum/bullying

Curriculum:  Bullying Prevention in PBIS for Elementary Schools: National Center on PBIS,

2008 Bulling Prevention in PBIS for Middle Schools: National Center on PBIS, 2008. BP Planning Guide Expect Respect Curriculum for MS/HS: National Center on PBIS, anticipated

Sept 2012 (check back on website)

Surveys, Assessment Tools, and Guides:  Student Climate Survey Staff BP Implementation Survey BP Planning Guide *

Technical Assistance Brief: Effective

Bulling Prevention (BP) within a School-wide System of Positive Behavior Interventions & Supports (PBIS): Illinois PBIS Network, Dec 2010.