Transcript Addressing Bullying Behavior W/in a PBIS Framework George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut October , 2011 www.pbis.org www.cber.org.

Addressing Bullying Behavior
W/in a PBIS Framework
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
October , 2011
www.pbis.org
www.cber.org
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
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 method that outlines strategies for all key
groups
Operationally define behaviors & “focus skills” for all
key members
Emphasize identification of skills for students
engaging in bullying behavior
Emphasize data use to make programming
decisions.
SWPBS 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
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
RTI
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
PBIS Response to Bullying
Bullying
PBIS
Bullying Coordinator
Coach/Team Leader
Data Systems
SWIS
Reporting
SWIS
Response Team
Leadership Team
Staff Training
Data-based Action Plan
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
group-randomized 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), 462473.
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.
RCT & Group Design PBIS Studies
OUR BEHAVIORAL
PERSPECTIVE
“Context” or
environment
Context
manipulation
Learning
history
“Do”
Data-based
decision
making
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
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
Is Behavior an Issue?
Step
1
• Implement SWPBS continuum w/ fidelity
• Review SW data at least monthly
Step
2
• Modify implementation plan based on data
• Implement modifications w/ fidelity
Step
3
• Monitor implementation fidelity
• Monitor student progress & responsiveness
• Modify as indicated by data
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
Doesn’t Work
• Label student
Works
• Exclude student
• Teach targeted
social skills
• Blame family
• Reward social skills
• Punish student
• Teach all
• Assign restitution
• Individualize for
non-responsive
behavior
• Ask for apology
• Invest in positive
school-wide 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