Transcript elementarypgms.sp.brevardschools.org

APBS Webinar February 20, 2013
Rob Horner
University of Oregon
Matt Tincani
Temple University
www.pbis.org
1
Format

Introduction/ Agenda

Orientation to Bully Prevention within SWPBIS (30 min)

Questions (facilitated by Matt Tincani)

Implementing Bully Prevention within SWPBIS (30 min)

Questions (facilitated by Matt Tincani)
2
Goal/ Objectives

Goal:


Define a plan for implementing Bully Prevention within schools
already using School-wide PBIS
Objectives:


1. Define the logic for investing in bully prevention
2. Define the five core skills for “student orientation”


3. Define the core elements for “faculty orientation”



What to teach, How to teach it.
4. Define the role of data before, during and after implementation


What to teach, How to teach it.
For both fidelity and impact
5. Define the expectations for advanced support
6. Define steps to Implementation of BP within SWPBIS
Acknowledgements
Scott Ross,
Brianna Stiller,
Rhonda Nese,
Celeste Rossetto Dickey,
Anne Tomlanovich, Eugene,
George Sugai,
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4
University of Utah
Eugene 4J School District
University of Oregon
University of Oregon
4J School District
University of Connecticut
The Logic:
Why invest in Bully Prevention?

The National School Safety Center (NSSC) called bullying
the most enduring and underrated problem in U.S. schools.
(Beale, 2001)

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 skip
and/or drop out of school.
(Berthold & Hoover, 2000; Neary & Joseph, 1994)

Victims and perpetrators of bullying are more likely to suffer
from underachievement and sub-potential performance in
employment settings.
(Carney & Merrell, 2001; NSSC, 1995).
5
The Logic
Why invest in Bully Prevention?
Involvement in bullying is a cross-cultural phenomenon

(Jimerson, Swearer, & Espelage, 2010)
Bullying is NOT done by a small number of students who
are socially and emotionally isolated. Bullying is common
across socio-economic status, gender, grade, and class.


Bradshaw, et al., 2010
Many bully prevention programs are either ineffective,
only show change in verbal behavior, or inadvertently
result in increases in relational aggression and bullying.
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Merrell et al., 2008
6
The Foundations

What is Bullying Behavior?

Why does Bullying Behavior develop and sustain?

What are the core elements of a school setting that both
prevents the development of bullying behavior, and
reduces bully that is occurring?
7
What is Bullying?

“Bullying” is repeated aggression, harassment, threats or
intimidation when one person has greater status or
power than the another.”

Examples:
8
Bully Prevention
Bullying behavior occurs in many forms, and locations, but
typically involves student-student interactions.

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Bullying is seldom maintained by feedback from adults
Bullying is more likely to occur toward students who do not retaliate
Bullying is most likely when it results in social attention from others
Students who engage in bullying behavior often have the skills to get
attention in more appropriate ways.
What rewards Bullying Behavior?


Most common are:

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9
Attention from bystanders
Attention and reaction of “victim”
Self-delivered praise
Obtaining objects (food, clothing)
Activity
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1. Identify an example of bullying you have encountered
_________________________________________
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Context/Situation  Bullying Behavior Rewarding
Consequence
_____________________________________________
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2. Identify a problem behavior that would NOT be bullying.
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10
Core Elements of an Effective Bully
Prevention Effort.

Many Bully Prevention programs focus on the bully and
the victim
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Problem #1:
Problem #2:
Problem #3:
Problem #4:
Problem #5:
Inadvertent “teaching of bullying”
Blame the bully
Ignore role of “bystanders”
Initial effects without sustained impact.
Expensive effort
What do we need?


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11
Bully prevention that is efficient, and “fits” with existing behavior
support efforts
Bully PREVENTION, not just remediation
Bully prevention with the systems that make the program sustainable.
Elements of Effective Bully Prevention
School-wide PBIS
Faculty Implementation
Student Use of
BP-PBIS
routines
Data Use
Advanced
Support
Bully Prevention Logic
12
Core Features of an Effective
Bully Prevention Effort.
Five Student Skills

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School-wide behavioral
expectations (respect)
Stop routine when faced with
disrespectful behavior
Bystander routine when
observing disrespectful
behavior
Stopping routine if someone
tells you to “stop”
A recruit help routine to
recruit adult help if you feel
unsafe.
13
For Faculty/Staff
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Agreement on logic for
bully prevention effort.
Strategy for teaching
students core skills
Strategy for follow-up and
consistency in responding
Clear data collection and
data use process
Advanced support options
Adapting Any Bully Prevention Effort

Make any bully prevention program fit the social
culture of the school.

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Make the bully prevention effort fit the developmental
level of the students.
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(terms, intensity, coordination, collaboration)
Do the same thing, differently for elementary, middle, high school
Collect and use data
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14
Before implementing collect data to document need and build
consensus
After implementing collect data to assess impact and guide local
adaptation
Research Support
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Experimental Support
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Descriptive Support
15
The Impact of Schoolwide Positive Behavioral Interventions and Supports
on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial
Tracy E. Waasdorp; Catherine P. Bradshaw; Philip J. Leaf
Arch Pediatr Adolesc Med. 2012;166(2):149-156
Results: Analyses
indicated that children in schools that
implemented SWPBIS displayed lower rates of teacherreported bullying and peer rejection than those in schools
without SWPBIS. A significant interaction also emerged between grade level of
first exposure to SWPBIS and intervention status, suggesting that the effects of
SWPBIS on rejection were strongest among children who were first exposed to
SWPBIS at a younger age.
Conclusions: The results indicated that SWPBIS
has a significant
effect on teachers' reports of children's involvement in
bullying as victims and perpetrators. The findings were considered in
light of other outcomes for students, staff, and the school environment, and they
suggest that SWPBIS may help address the increasing national concerns related to
school bullying by improving school climate.
16
Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive
behavior support. Journal of Applied Behavior Analysis, 42(4),
747-759.
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Three Schools
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Six students identified for high rates of verbal and physical
aggression toward others.

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Whole school implementation of SWPBIS
Whole school addition of Stop-Walk-Talk
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Direct observation of problem behavior on playground.
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www.pbis.org
72%
19
3.14
1.88
.88
Baseline
BP-PBS
50%
20
19% decrease
40% 28% increase
30%
20%
BP-PBS, Scott Ross
No Response
Negative
Response
(crying/fighting
back)
"Walk"
0%
Positive Response
(laughing/cheering)
10%
"Stop"
Probability of Response
Conditional Probabilities of Victim Responses to Problem
Behavior
Conditional Probabilities of Bystander Responses to
Problem Behavior
50%
40%
22% decrease
30%
20%
BP-PBS, Scott Ross
No Response
"Walk"
0%
Negative
Response
(crying/fighting
back)
10%
Positive Response
(laughing/cheering)
21
BP-PBS
21% increase
"Stop"
Probability of Response
Baseline
Available at
www.pbis.org
Middle Schools:
Expect Respect

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Student forum
Multiple lessons (Three lessons plus monthly discussion)
On-going assessment of staff fidelity
Student survey
23
Bully Prevention within PBIS
Core Elements and Implementation Process
25
Building Consensus and Commitment

For middle and high school, always conduct preimplementation survey, and pre-implementation focus
groups.
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For elementary schools, conduct discussions with families,
faculty and staff.

Use existing ODR, suspension, expulsion, discussion data.
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Share the information with families, students, faculty, staff
Student Forum (middle/high school)
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8-10 students selected for leadership/contribution
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60-90 min
Content of discussion:
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1. Is disrespectful behavior a problem?
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What is impact of disrespectful behavior on ability of others to succeed in
school?
2. Disrespectful behavior typically keeps happening because it
results in attention from peers.
3. We need common (school-wide) routines for:

A) Stop Routine (signal that behavior should stop)
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B) Bystander Routine
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If someone is disrespectful toward you
If you encounter someone being disrespectful toward others
B) Stopping Routine (what to do when someone asks you to “stop”
C) Recruiting Help Routine (Getting help when you feel unsafe)
Common Responses from Students when they
encounter disrespectful behavior
Action
Return insults
Fight Back
Tell an Adult
Don’t react – just
ignore it
Ask a friend for
advice
Tell them to stop
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Pros
Cons
Disrepect
Name Calling/ Inapp Language
Harassment
Physical Aggression
29
Scott Ross, University of Oregon
Student Survey

In your school

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
1. You feel safe
2. Other students treat you respectfully?
3. You treat other students respectfully?
4. Adults treat you respectfully?
5. You treat adults in your school
respectfully
Date:_______
Disagree
Agree
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
In the past week
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5. Has anyone treated you disrespectfully?
6. Have you asked someone to “stop?”
7. Has anyone asked you to “stop?”
8. Have you seen someone else treated
disrespectfully?
No
Yes
No
Yes
No
No
Yes
Yes
5
4.5
4
3.5
3
2.5
Pre BP
2
1.5
1
0.5
0
Safe
You are treated
You treat others
Adults treat you
You treat adults
40%
35%
30%
25%
20%
Pre BP
15%
10%
5%
0%
Treated Dis
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Ask other to stop
Asked to stop
Seen disrespect
5
4.5
4
3.5
3
2.5
Pre BP
Post BP
2
1.5
1
0.5
0
40%
Safe
You are treated
You treat others
Adults treat you
You treat adults
35%
30%
25%
20%
Pre BP
15%
Post BP
10%
5%
0%
Treated Dis
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Ask other to stop
Asked to stop
Scott Ross, University of Oregon
Seen disrespect
1. Establish The Logic

Bullying is “behavior” … not a trait

Bullying is maintained by social rewards from other
students (victims and bystanders):
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Bullying will continue as long as it continues to be
rewarded.
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Not consequences from adults
Even if we teach appropriate behavior and punish bullying
Even if some students resist bully efforts.
Preventing bullying requires that students remove the
social rewards that maintain bullying behaviors.
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The Logic: Establish student “buy-in”

Build a positive social culture
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Teach all students core behavioral expectations
One of the core expectations should include:

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Teach all students what to do when they encounter
behavior that is not respectful.
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Be respectful of others
1. What do you do if someone is not respectful to you?
2. What do you do if you encounter someone not being
respectful to someone else?
3. What do you do if someone tells you that you are not being
respectful?
Remove the rewards that sustain bullying behavior.
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Student Orientation/Focus Group
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Building a culture of social competence
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A) School-wide behavioral expectations
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B) School-wide agreement about how to respond to problem
behavior.
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Routine for signaling “stop”
Routine for stopping
Routine for recruiting help
C) Define what happens when someone recruits help.
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Common goal (make school safe and respectful for all)
What can adults do.? What should adults do? What will adults do?
Teach all students to remove the
rewards that sustain bullying

Do NOT use the label, “bullying,” with students. Teach
how to respond if someone is NOT respectful.
__________________________________________

What does it look like when people are not respectful?

Why do these behaviors keep happening?

What should you do?
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If you experience someone doing these behaviors to you?
If you see someone else in these situations?
If someone tells YOU that your behavior is disrespectful?
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Student BP Orientation
What does attention from others look like?
Peer attention comes in many forms:
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Arguing with someone who teases you
Laughing at someone being picked on
Simply watching someone be hurt and doing nothing (watching is
attention)
Provide the core message:
Take away the attention that sustains
disrespectful behaviors.
The candle under a glass
Stop, Walk, Talk
A clear, simple, and easy to remember 3 step response
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Teach Three-Steps that can be used in
all places at all times. Keep it simple
If you encounter
behavior that is NOT
respectful
Stop -------- Walk -------- Talk
Say and Show
“STOP”
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Walk Away

Talk to an
Adult
Skill #1: “Respect” (school-wide)
Skill #2: Teach the “Stop Signal”

If someone is directing problem behavior to you, ask
them them to “stop.”

Gesture and word
 Review
how the stop signal should look
and sound
 Firm hand signal
 Clear voice
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Discuss how
showing/saying
“stop” could
be done so it
still rewarded
disrespectful
behavior
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Skill #3: Teach how to respond if someone
says “Stop”

Eventually, every student will be told to stop. When
this happens, they should do the following things

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Stop what you are doing
Take a deep breath
Go about your day (no big deal)
These steps should be followed even when you don’t
agree with the “stop” message.
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“Stop” means stop.
The rule is:
If someone asks
you to stop, you
stop.
Scott Ross, University of Oregon
Skill #4: Saying stop when someone
else is being treated disrespectfully

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.
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If they do not want to go, that is okay…just walk away.
Elaboration

Ask students to identify a situation when they were a
bystander, and could have used the “stop” signal.

If appropriate, ask 3 students to role-play some of the
situations proposed.
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Skill #5: “walk away” and get help
Sometimes, even when students tell others to “stop”, problem behavior
will continue.When this happens, students are to "walk away" from
the problem behavior.

Remember that walking away removes the
attention for problem behavior

Encourage students to support one another when
they use the appropriate Stop  Walk  Talk
response
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Walk away, and get help
Even when students use “stop” and they “walk away” from the
problem, sometimes someone will continue to behave
inappropriately toward them.When that happens, students should
"talk" to an adult.

Report problems to adults
 Where is the line between tattling, and reporting?
 "Talking" is when you have tried to solve the problem yourself, and
have used the "stop" and "walk" steps first:
 Tattling is when you do not use the "stop" and "walk away" steps
before "talking" to an adult
 Tattling is when your goal is to get the other person in trouble
KEY: Students must know what to expect from
adults if the student reports an instance of behavior
55that is not respectful
Getting Help Works

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Research indicates that if you are submissive or aggressive
when faced with disrespectful behavior you are MORE
likely to suffer prolonged social problems. “Getting help”
is associated with reduction experiencing relational and
physical aggression.
Kochenderfer-Ladd, 2004
Mahady-Wilton, Cragi, & Pepler, 2000
56
Scott Ross, University of Oregon
Elaboration

What will adults do when you report a problem?

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1. Adults will ask if you said “stop” and walked away
2. If you did not say “stop” adults will ask you to practice that
skill
3. If you did say “stop” adults will talk to the other student.

It is important to all adults in this school that you are
both treated respectfully, and feel safe.

Remember that the real way to reduce disrespectful
behavior is to stop attending to it, and stop talking about
it to other students. Tell adults.
Student Orientation

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Using the teaching plans in the BP-PBIS handbook
Building your own teaching plans.
Developing a schedule for implementation

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Teach all children in the school within a 2 week period. How will we
do this?
Build a strategy for providing orientation to new students entering
the school.
Plan on 1-2 follow up “booster” training events
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59
Two months after initial training.
Use examples of most common problems, and have students rehearse
how to use the Stop-Walk-Talk routine
3. Faculty/Staff Orientation : Objectives
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Faculty can define logic for BP-PBIS
Common “stop” signal adopted for whole school
Faculty can teach “student orientation” skills
Faculty reward/recognize student use of BP “stop” routine
Faculty manage “student reporting” routine
Faculty can deliver “booster training”
Faculty can deliver “pre-corrects”
Faculty collect and use data for decision making
61
Faculty/Staff BP Orientation:
Bully Prevention Logic

Provide logic:

Define bullying behavior

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Review current data from school

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ODRs for harassment, aggression, fighting, inappropriate language
Review informal reports from students, faculty or families.
Conduct survey (if appropriate)
Review national patterns


Define the impact of bullying behavior on social and educational outcomes
for students.
30% of students report experiencing bullying behavior
Review goal for embedding bully prevention within current
PBIS effort
Provide summary of BP-PBIS core elements
Review empirical support for Bully Prevention within PBIS
Faculty/Staff BP Orientation:
Responding to Report of Bullying
When any problem behavior is reported, adults follow a specific
response sequence:
Ensure the student’s safety.

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Is the bullying still happening?
Is the reporting child at risk?
What does the student need to feel safe?
What is the severity of the situation
Determine if “stop” response was used
If “stop” used provide praise, and connect with perpetrator
If “stop” response was not used, practice the Stop-Walk-Talk routine
with the student reporting a problem.

Determine if “stop” response was followed
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If “stop” not followed, practice how to stop when asked.
Faculty/Staff BP Orientation:
Responding to Report of Bullying

With Student reporting bullying:
"Did you tell ______ to stop?"
If yes: "How did ____ respond?”
If no: Practice the 3 step response (stop-walk-talk).
"Did you walk away?"
If yes: "How did ____ respond?”
If no: Practice the 3 step response.
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64
“Okay, I will take it from here.”
When the reporting child did it right…
With student reported to have done bullying:
Reinforce the student for discussing the problem with you
"Did ______ tell you to stop?"


If yes: "How did you respond?”
If no: Practice the 3 step response.
"Did ______ walk away?"


If yes: "How did you respond?”
If no: Practice the 3 step response.
Practice the 3 step response (stop-walk-talk).

65
The amount of practice depends on the severity and frequency of
problem behavior
Faculty/Staff BP Orientation: Booster

Build in “booster” training events

Two Weeks after training: Each week review skills, and update

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What were examples where the routines worked well
What were examples where students were unclear

Two months after initial student training, hold a brief review
of Stop-Walk-Talk routine.

Four months after initial student training, consider holding
another brief review of Stop-Walk-Talk routine.
66
Faculty/Staff BP Orientation:
Pre-correcting

Pre-correcting for effective bully prevention.

First two weeks after whole-school BP orientation



Pre-correct students needing more support



Identify 2-3 times when bullying is most likely (playground, cafeteria,
assembly).
For the first two weeks after training, teachers will rehearse “StopWalk-Talk” guidelines just before releasing students for the activity.
For students with higher likelihood of bullying or victim behavior
Rehearse “Stop-Walk-Talk” guidelines just before releasing students
for activities with high-probability of problem behavior.
As a team: How will you prompt pre-correcting?
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Specific Problem Behaviors




Gossip
Racial/ Gender/ GLBT/ Religious challenges
Cyber-bullying
Other…
69
5. Data collection/ Decision-making

Office Discipline Referral Data



Student/ Staff surveys

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
Whole school
Individual students
School climate survey
Harassment survey
Fidelity

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71
Fidelity checklist.
Are we doing the BP-PBIS program as planned?
Using ODRs




Do we have a problem?
Do we need the BP-PBIS program?
If we use the program: Is the BP effort effective?
Remember that many instances of bullying are NOT
reported by students, or recorded in the ODR data.
72
Aggression, Harassment, Fight, Name Calling /School Day
4 weeks before BP and 4 week after BP
3
2.5
2
1.5
1
0.5
0
Pre BP
73
Post BP
Student Survey

In your school






1. You feel safe
2.Other students treat you respectfully?
3. You treat other students respectfully?
4. Adults treat you respectfully?
5. You treat adults in your school
respectfully
Date:_______
Disagree
Agree
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
In the past week




5. Has anyone treated you disrespectfully?
6. Have you asked someone to “stop?”
7. Has anyone asked you to “stop?”
8. Have you seen someone else treated
disrespectfully?
No
Yes
No
Yes
No
No
Yes
Yes
Fidelity Data

Quick check




Are we implementing BP-PBIS?
8 questions (use with whole team, or whole school)
Always build into action plan
Score percentage of items with most people rating “in
place”
75
BP-PBIS Fidelity Self-Assessment
Feature
1.
School-wide Expectations are defined and taught to all
students (respect others)
2.
BP-PBS initial training provided to all students
3.
BP-PBS follow-up training and practice conducted at
least once 2 mo after initial training (is more needed?)
4. At least 80% of students can describe the “stop
routine” to problem behavior (stop/walk/talk) (ask 10)
5. At least 80% of students can describe “stopping
routine” (ask 10). (when they are asked to “stop”)
6. Supervisors check-in with (precorrect) chronic
perpetrators and victims at least 2 times/ week
7.
Staff use BP-PBS “response routine” for student
reports of problem behavior
8. Student outcome data are collected and reported to all
faculty at least quarterly.
Not in
Place
Partially
Needed Actions
In Place
in Place
What? Who? When?
BP-PBIS Fidelity Assessment Pre and Post BP-PBIS
Training
0 = not in place, 1 = partially in place, 2 = in place
Pre-BP
2.5
2
1.5
1
0.5
0
77
Post-PB training
6. Advanced Support

School-wide PBIS and BP-PBIS will not be sufficient for all
students.

Aggressive, bullying behaviors occur for many reasons




Mental Health issues
Family dynamics
Disabilities
Use your data to identify students in need of more
intense support and refer them to your team.
79
Intensive Individual Supports (Tier 3)

Full Assessment




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Functional behavioral assessment
Academic assessment
Social emotional assessment
Family support
Individualized intervention
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Prevention
Instruction/ Teaching
Formal contingencies
On-going data progress monitoring
Implementing Bully Prevention
Phase
Exploration
Does your school need a
bully prevention program?
• Office discipline referrals
• Student survey
• Faculty/ family reports
Installation
Build the foundation
Faculty Orientation
•Team developed/trained
• “Stop” signal selected
• Faculty orientation (logic)
Implement Bully Prevention Develop and deliver
within SWPBIS
student orientation
•Build BP curriculum and
teaching plans
•Teach BP-PBS to all
students
• Schedule and conduct
“booster”
Full Implementation
• Collect and use data
• Coaching and Training
Capacity developed
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Monitor fidelity and impact
Adapt to unique needs.
Build sustainability
How to Implement Bully Prevention in PBIS
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School
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Implement School-wide PBIS
Faculty commitment
Faculty introduction to BP
Team to implement
Student Forum
Build BP lessons for students
Train all students
Booster/Follow up lessons
Coaching support for
supervisors
Collect and use data
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District
Build expectation for all
schools
Fall orientation emphasis
on social behavior
District
trainer/coordinator
District reporting of:
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Schools using BP-PBIS
Fidelity of implementation
Impact on student behavior
Prevention in Bully Positive Behavior Support Planning Guide:
Moving from Discussion to Action
This planning guide is designed for use by teams planning to implement bully prevention efforts as part of their existing school-wide positive
behavior support program. The guide defines steps for the school team and district leadership team that will increase the likelihood that the bully
prevention effort will be implemented well, sustained, and a benefit to students, families and faculty.
School Building Planning Team
In Place
Action
Criterion
Partially In Place
Who?
By When?
Not In place
1. Faculty/Staff Readiness
Team defined to lead
implementation of BP-PBIS
All faculty/staff have read the
BP-PBIS manual
"Stop" signal selected
All faculty/staff have received
BP-PBIS orientation training
2. Curriculum Delivery
3. Follow-up/ Booster
4. PBIS team
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Schedule developed for student
BP training.
BP-PBS lessons delivered to all
students
Plan developed for BP-PBS
orientation for students who
enter during the year.
Follow-up lessons scheduled to
occur during two month period
after initial student training.
Follow up lessons delivered at
least twice after initial training,
including practice in applicable
settings.
BP-PBIS set as a standard item
on the PBS team agenda
Action
5. Coaching
6. Evaluation/ Monitoring
7. Social Validity
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Criterion
Plan developed for coaching
and feedback for playground
supervisors
Coaching for playground,
lunch, hall supervisors
provided at least twice, and
as needed after.
Quarterly review to assess if
BP-PBS is being used as
intended (fidelity)
Monthly review of office
referral and incident reports
related to bullying behaviors
(aggression, harassment,
threats)
Collect study BP survey data
at least annually
Review efficiency and impact
with families, faculty,
students
In Place
Partially In Place
Not In place
Who?
By When?
District Leadership Team
In Place
Action
Criterion
Partially In Place
Not In place
1.Bully Prevention orientation Fall orientation for all new
for New Faculty
faculty
2.District update at least once Report to District
a year
administration or board
about (a) number of schools
using BP-PBS, (b) fidelity of
implementation, (c) impact
on student behavior.
3. District Trainer
District has individual(s)
trained to conduct staff
orientation/training/coaching
in BP-PBS
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Who?
By When?
Summary

Bullying is behavior

Bully prevention requires changing how students label and respond to the
disrespectful behavior of their peers.
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The key to bully prevention is SCHOOL-WIDE agreement about
appropriate responses.

SWPBIS allows investment in prevention as first step
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Teaching Bully Prevention routines is efficient and effective
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Adapt the content to fit the culture, age-level and preferences of
students/families/faculty.
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Contact Information
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Curriculum Available at: www.pbis.org
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