Transcript Document

Multi-tiered Systems of
Support & Bullying Behavior
Phi Delta Kappan - UConn
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
February 9 2012
www.pbis.org
www.cber.org
“Notes to Self”
Emphasize & review core PBIS features
Focus on practice integration around outcomes
De-emphasize labeling
Link implementation fidelity & student outcomes
Adopt defendable approach
Show how all relates to some
Greater focus on all
students
Increased problem
awareness
Good “things” about
Bullying efforts
More curriculum
development &
research
More emphasis on
prevention
Labeling kids
Too much attention
on student, not
enough on context
Limited assessment
of context
Non-data based
intervention
decisions
Over-emphasis on
student
responsibility for
change
Generic
intervention
responses
Limited
examination of
mechanism
Main Points
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
Preliminary Conclusions
Develop strategies for all key groups
Operationally define behaviors & “focus
skills”
Operate from multi-tiered prevention
framework
Use data to make programming decisions.
SWPBS (aka PBIS) is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
All students
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
“BULLY BEHAVIOR”
PRACTICES
Supporting
Student Behavior
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
Reducing
Bullying
RtI
DATA-BASED
DECISION MAKING
& PROBLEM
SOLVING
CONTENT
EXPERTISE &
FLUENCY
PREVENTION
& EARLY
INTERVENTION
Prevention Logic for All
Biglan, 1995; Mayer, 1995; Walker et al., 1996
Decrease
development
of new
problem
behaviors
Prevent
worsening &
reduce
intensity of
existing
problem
behaviors
Eliminate
Teach,
triggers &
monitor, &
maintainers of acknowledge
problem
prosocial
behaviors
behavior
Redesign of teaching environments…not students
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
Continuum of
Support for
ALL
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY
TERTIARY PREVENTION
PREVENTION
•• Function-based support
•• Wraparound
•• Person-centered planning
••
••
SECONDARY
SECONDARY PREVENTION
PREVENTION
•• Check in/out
•• Targeted social skills instruction
•• Peer-based supports
•• Social skills club
••
~80% of Students
PRIMARY
PRIMARY PREVENTION
PREVENTION
•• Teach SW expectations
•• Proactive SW discipline
•• Positive reinforcement
•• Effective instruction
•• Parent engagement
••
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
Continuum of
Support for
ALL
Continuum of
Physical Intimidation
Support for
Intensive
“Manuella”
Harassment
Targeted
Literacy
Social Studies
Adult Relations.
Universal
Computer Lab
Attendance
Label behavior…not
people
Dec 7, 2007
RCT & Group Design PBIS Studies
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 grouprandomized 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.
PRACTICE
“Making a
turn”
Effective
IMPLEMENTATION
Effective
Maximum
Student
Benefits
Not
Effective
Fixsen & Blase, 2009
Not Effective
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
ADD
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Basic “Logic”
ADD
PRACTICES
Implementation
Fidelity
Training
+
Coaching
+
Evaluation
Maximum
Student
Outcomes
Integrated PBIS Response to Bullying
Bullying
Requirements
PBIS
Bullying Coordinator
Coach/Team Leader
School Climate
Preventive Tier I
Data Systems
SWIS
Event Reporting
Continuous SWIS
Response Team
Leadership Team
School & Community
School & Family
Staff Prof Dev
Data-based Prof Dev
Evid-base Practices
RCT & SSR Research
Our Starting Point
Current efforts must be conceptually grounded
Research-evidence base should be examined
An operational/measurable definition of “bullying”
needs to be found/developed
Relevant & doable guidelines for responding to
bullying behavior are needed
OUR BEHAVIORAL
PERSPECTIVE
“Context” or
environment
Context
manipulation
Learning
history
“Do”
Data-based
decision
making
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
Escape/avoid
E.g., stuff, things,
attention, status, money,
activity, attention, etc.
E.g., same…but less likely
Why is “why” important?
PREVENTION
Teach
effective,
efficient,
relevant
alt. SS
Remove
triggers
of BB
Add
triggers
for alt.
SS
Remove
conseq.
that
maintain
BB
De-emphasis on adding consequence
for problem behavior
Add
conseq.
that
maintain
SS
Target
Initiator
Continuum
of Behavior
Fluency
Context
or
Setting
Bystander
Staff
Give Priority to Effective Practices
Less Effective
More Effective
Label Student
Teach All Specific SS
Exclude Student
Use Data
Blame Family
Actively Supervise
Punish Student
Reinforce Expect Beh
Assign Restitution
Individualize for Non-Resp
Require Apology
Invest Prev Sch Culture
1. Teach
common
strategy
to all
• “Stop-Walk-Talk”
• “Talk-Walk-Squawk”
• “Whatever & Walk”
www.pbis.org
2.
Precorrect
Before,
During,
After
• Analyze problem setting
• Reteach
• Anticipate, remind, &
practice
• Replace triggers &
maintainers
• Reinforce desired
3. Actively
Supervise
• Move
• Scan
• Interact positively
• Model expectations
• Reward appropriate
behavior
• Remind & precorrect
Non-Classroom Management: Self-Assessment
Name______________________________
Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________
Time Start_________
Time End _________
Tally each Positive Student Contacts
Total #
Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____: 1
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
4.
Reinforce • Frequent
Taught
• Effective
Skills
• Contextually relevant
• Sincere
Big idea: Use PBIS framework to address bully
behavior prevention
• Establish positive, predictable, consistent, rewarding
Goal 1 school culture for all across all settings
• Teach social skills that work at least as well as or better
than problem behavior
Goal 2
• Respond to nonresponsive behavior positively &
differently, rather than reactively & more of same
Goal 3
• Actively supervise & precorrect for problem behaviors &
settings, especially nonclassroom
Goal 4
Goal 5
• Individualize support based on responsiveness & effect
Upcoming Events
Association for PBS
Atlanta, GA
15-26 Mar 2012
NW PBIS Implementation Forum
Portland, OR
1-2 Mar 2012
NE PBIS Leadership
Cromwell, CT
17-18 May 2012
PBIS Leadership
Chicago, IL
18-19 Oct 2012