Transcript Positive Behavior Disorders and Supports Tim Lewis, Ph.D. University of Missouri Center on Positive Behavioral Intervention & Supports pbis.org.

Positive Behavior Disorders
and Supports
Tim Lewis, Ph.D.
University of Missouri
Center on Positive
Behavioral Intervention & Supports
pbis.org
The Key
Behavior is functionally related
to the Teaching Environment
For The Record..
• Strong advocate for the current special
education process
– Procedural safeguards /Parent & child rights
– Individualized plans
– Multi-disciplinary approach
• Majority of students in special education
spend most of their day in general education
environments
Challenges in Current Special Education
Process
• “Wait Fail” evaluation process using a medical
model (underlying pathology)
• Difficult task of keeping students “on-track” with
peers while attempting to catch up due to
disability
• At times an inefficient parallel system,
curriculum, service delivery to general education
• Role of special educator becoming blurred, but
without clear systems and guidelines
Challenges in Current Special Education
Process
• Special education often only serves one or
two aspects of the child without connections
to the whole child’s education
• Special education reform will rely as much on
changes in general education teacher and
administrator pre-and in-service professional
development as within our own field
So What do We do Instead
Evidence/Research-Based Practices
Research-Based Practices
• Academic
– “Effective instruction”
– Antecedent / setting modifications
– Peer tutoring
– Direct Instruction
– Self-management targeting academic related skills
– Opportunities to Respond
Research-Based Practices
• Behavior
– Environmental modifications and supports
– Contingent positive performance based feedback
– Self Management
– Social Skill Instruction (with maintenance and
generalization strategies)
Research-Based Practices
• Related Supports*
– Comprehensive case management / wrap around
– Family supports/ parent training
*limited empirical support
Systems
Putting Research-Based Practices
In Place
Systems
Prevention, Early Intervention and
Individualized Student Supports
through Positive Behavior Support
System
School-wide Positive Behavior
Support
Starting Point….
• Educators cannot “make” students learn
or behave
• Educators can create environments to
increase the likelihood students learn and
behave
• Environments that increase the likelihood
are guided by a core curriculum and
implemented with consistency and fidelity
The Challenge
• The “core curriculum” is often “punishment”
to try and reduce problem behavior in school
• However, “punishing” problem behaviors
(without a proactive support system) is
associated with increases in (a) aggression, (b)
vandalism, (c) truancy, and (d) dropping out.
(Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)
The Good News…
Research reviews continue to indicate that
effective responses to significant
behavioral challenges in school include:
• Social Skills Training
• Academic Restructuring
• Behavioral Interventions
= instructional strategies - “teaching”
School-wide Positive Behavior Support
SW-PBS is a broad range of systemic
and individualized strategies for
achieving important social and
learning outcomes while preventing
problem behavior
OSEP Center on PBIS
Big Ideas
• Build Positive Behavior Support Plans that
teach pro-social “replacement” behaviors
• Create environments to support the use of prosocial behaviors
1. School-wide
2. Classroom
3. Individual student
Essential Features at the School Level
• Teams of educators within the school
(administrator)
• Data-based decision making
• Instructional Focus
– Teach & Practice
• Acknowledge student mastery of social
skills
– Positive Feedback
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Continuum of
Supports
Math
Intensive
Science
Targeted
Spanish
Reading
Soc skills
Universal
Soc Studies
Basketball
Universal Strategies: School-Wide
Essential Features
•
•
•
•
•
•
Statement of purpose
Clearly define expected behaviors (Rules)
Procedures for teaching & practicing expected behaviors
Procedures for encouraging expected behaviors
Procedures for discouraging problem behaviors
Procedures for record-keeping and decision making
(swis.org)
• Family Awareness and Involvement
Benton Elementary School
I am….
All Settings
Classroom
Hallways
Cafeteria
Bathrooms
Playground
Assemblies
Safe
•Keep bodies
calm in line
•Report any
problems
•Ask
permission to
leave any
setting
Maintain
personal
space
Walk
Stay to
the right on
stairs
Banisters
are for
hands
•Walk
•Push in
chairs
•Place trash
in trash can
Wash hands with
soap and water
Keep water in the
sink
One person per
stall
Use equipment for
intended purpose
Wood chips are for
the ground
Participate in
school approved
games only
Stay in approved
areas
Keep body to self
•Walk
•Enter and exit
gym in an
orderly manner
Respectful
•Treat others
the way you
want to be
treated
•Be an active
listener
•Follow adult
direction(s)
•Use polite
language
•Help keep
the school
orderly
Be honest
Take care
of yourself
Walk
quietly so
others can
continue
learning
Eat only
your food
Use a
peaceful
voice
Allow for privacy of
others
Clean up after self
•Line up at first
signal
•Invite others who
want to join in
•Enter and exit
building peacefully
•Share materials
•Use polite language
Be an active
listener
Applaud
appropriately to
show
appreciation
A
Learner
•Be an active
participant
•Give full
effort
•Be a team
player
•Do your job
•Be a risk
taker
•Be
prepared
•Make
good
choices
Return to
class
promptly
•Use proper
manners
•Leave when
adult
excuses
•Follow bathroom
procedures
•Return to class
promptly
•Be a problem solver
•Learn new games
and activities
•Raise your
hand to share
•Keep
comments and
questions on
topic
RAH – at Adams City High School
(Respect – Achievement – Honor)
RAH
Classroom
Hallway/
Cafeteria
Bathrooms
Commons
Respect
Be on time; attend
regularly; follow
class rules
Keep location neat,
keep to the right, use
appropriate lang.,
monitor noise level,
allow others to pass
Put trash in cans,
push in your chair,
be courteous to all
staff and students
Keep area clean, put
trash in cans, be
mindful of others’
personal space, flush
toilet
Achievement
Do your best on all
assignments and
assessments, take
notes, ask questions
Keep track of your
belongings, monitor
time to get to class
Check space before
you leave, keep track
of personal
belongings
Be a good example
to other students,
leave the room
better than you
found it
Honor
Do your own work;
tell the truth
Be considerate of
yours and others’
personal space
Keep your own
place in line,
maintain personal
boundaries
Report any graffiti
or vandalism
Tier II Interventions
• Social-Behavioral Concerns
– Social skills
– Self-management
• Academic Concerns
– Peer Tutors
– Check in
– Homework club
• Emotional Concerns
– Adult mentors
Linked to School-wide
Tier III
• When small group not sufficient
• When problem intense and chronic
• Driven by Functional Behavioral Assessment
Linked to school-wide system
Tier II/III Support Process
• Step 1 – Insure Universals, including Classroom, in place
• Step 2 – Student Identification Process
– Decision Rules
– Referral
– Screen
• Step 3 – Classroom Problem Solving
– Classroom supports (function-based)
– Progress monitor
• Step 4 - Tier II/III supports
– Non-responders to grade level supports
– Match function of student behavior to intervention
– Progress monitor
• Step 5 - Evaluate Process
2 Minutes
• With your neighbor, share if your
school/district is implementing SW-PBS and
any “lessons learned”
The Connect Point Across the
Continuum
Classroom Management &
Instruction
Basic Steps
1. Focus on what you want students to do
“instead” (replacement behaviors)
2. Look for patterns of behavior that suggest
“functional relationships”
3. Teach replacement behavior and provide
multiple opportunities to practice
4. Deliver high rates of positive feedback/same
similar outcome as problem behavior when
students display replacement behavior
Classroom Essentials*
1. Classroom expectations & rules defined and taught
2. Procedures & routines defined and taught
3. Continuum of strategies to acknowledge appropriate
behavior in place and used with high frequency (4:1)
4. Continuum of strategies to respond to inappropriate
behavior in place and used per established schoolwide procedure
5. Students are actively supervised
6. Students are given multiple opportunities to respond
(OTR)
7. Activity sequence promotes optimal instruction time
and student engaged time
8. Instruction is differentiated based on student need
Rules & Expectations
• All classrooms adopt school-wide rules
(Respect, Responsible, Safe)
• Create specific examples for your classroom
related to each
• Teach & Practice w/ feedback all year long
Positive Feedback
• 4 to 1?
• Age, developmentally, contextually
appropriate
• Emphasis is on skill mastery
• Genuine and sincere
Routines
• Make smooth, rapid transitions between activities
throughout the class period or school day
• Teach/practice transition behaviors
• Establish predictable schedules - illustrate with
icons, time, etc.
• Schedule non-instruction time
– administration time
– personal time
34
Routines
Clear set-up and instructions
• Student directed activities
• Whole group activities
• Independent activities
35
Routines
• Transitions
a) Clear expectations for student behavior
b) Clear expectations for staff behavior
c) Avoid interfering activities
d) Smooth set up and implementation
e) Consistent routines
f) Acknowledgment of student mastery
36
Routines
• Student directed activities
• Small group
– Teach group roles & responsibilities
• Group leader - insures all have say/turn
• Material manager - gets materials & distributes
• Group recorder - writes up outcome
37
Routines
Small group
– Teach group processes {"problem solving"}
a) Define the task
b) Brainstorm ideas
c) Choose an idea
d) Determine what is required to implement the idea
e) Implement the idea
f) Evaluate the outcome
38
Routines
• Independent work
–What materials/areas?
–Minimal movement in classroom
39
Increasing Opportunities to Respond
• Encourages everyone to become involved in
learning.
• Increases rates of responses of all learners.
• Increases attainment of material presented.
• Allows reluctant learners a secured environment
to practice.
• Decreases inappropriate or off task behavior.
Whole Group Oral Response
• Choral responding
• Strategy for reviewing or memorizing
information
• Students repeat information in unison when
teacher prompts
Whole Group Written Response
• Written responses should be short (not more
than one item)
• A verbal signal to indicate completion should
be given (e.g. put your pencils down and look up when you
are finished)
• Materials to use could include: Paper,
whiteboards, iPads
Small Groups / Partners
• Used to give everyone a chance to:
– Express thoughts.
– Answer a question.
– Verbally participate when there could be a variety
of answers.
• Answers can be shared with other groups or
whole group.
• Answers can be written on smartboard by the
teacher and presented to group.
Challenge: How to Insure All
Staff Are Using Effective Practices
Systems
• Teach
– Brief in-service, single topic focus
• Practice (performance feedback)
– Peer coaching
– Principal “walk throughs”
Effective Classroom Practice :
Procedures & Routines
MO SW-PBS
Center for PBS
College of Education
University of
Missouri
A Classroom Example…
Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R.
(2004). Toward a structural assessment: Analyzing
the merits of an assessment tool for a student with
E/BD. Assessment for Effective Intervention, 30, 2540.
Study Basics
• Subject:
– Seven years old
– Identified with EBD and ADHD
• Setting
– General education 2nd grade classroom with 19 other
students
– One licensed teacher and one student teacher
• Concern
– Student exhibits high rates of off-task
– Student shouts out answers and questions and comments
at high rates and often inappropriate
“Function of Behavior”
• Descriptive (interviews and teacher
reported ABC/ Scatterplot data)
– Function identified as Attention
– Significant antecedents: multiple step
direction and group settings
– Very High rates of both problem behaviors
reported/ inconsistency in accuracy of data
collection
“Environment Assessment”
Significant variables:
• clarity of expectations & directions
• consistency of expectations
• accessibility of class schedules
• lack of enforced procedures (especially
regarding to hand raising and verbalizations or
entire class)
100
90
Mean Percen t of Teach er Behavior
80
70
60
50
40
30
20
10
0
Baseline
High Structure
Level 1
Materials Accessiblity
Level 1 & 2
Rules Visible
Level 1, 2 & 3
Assistance Consistent
Follow-Up
Answering Consistent
2 Minutes
• With your neighbor, share any of the essential
classroom management features discussed
and what has worked well, and what hasn’t
worked so well (and why)
The Cornerstone of SW-PBS
Social Skill Instruction
Definition- Social Competence
“Social competence represents an evaluative
term based on judgments (given certain
criteria) that a person has performed a task
adequately. These judgments may be based on
opinions of significant others (e.g., parents,
teachers), comparisons to explicit criteria (e.g.,
number of social tasks correctly performed in
relation to some criterion), or comparisons to
some normative sample.” (Gresham, 1986, p. 146)
Definition -Social Skills
Social skills are defined as "those behaviors which,
within a given situation, predict important social
outcomes" (Gresham, 1986, p. 5).
a) social skills are simply one facet of an overall
construct of social competence – if taught in isolation
you will never reach the larger objective of improved
social functioning, b) they are linked to the
environment in which they occur, and c) targeted
skills should reflect the larger school set of behavioral
expectations
Functional Perspective
“Inappropriate” social skills meet student need
and until we teach an “appropriate” skill and alter
the environment, they will continue to use the
inappropriate
Social Competence Assessment
Context
Process
{social skills}
Functional Analysis
Outcome
Social Task
Behavior
Effective
?
No
No
Rating Scales
Direct Observation
Self-Report
Adults
Peers
Self
Yes
Judged
Appropriate
?
Yes
Social
Incompetence
Social
Competence
T . Lewis , 1992
Best Practices
Steps in Social Skill Instruction
•
•
•
•
•
Assessment
Planning
Lesson Development
Teaching
Generalization
Assessment: Student
Identification
(Data, System)
Use of existing data / assessment sources such
as ODR, visits to discipline room, teacher
referral, number of “buddy room” visits
Assessment: Skill Selection
(Data)
• Teacher Ratings
• Ratings by others
• Direct Observation
Importance of discussing cultural, language, and
other factors that impact perceptions of
“appropriate” social skills
Assessment: Teacher Ratings
The Walker-McConnell Scale of Social
Competence and School Adjustment.
Pro-Ed. (elementary & secondary
versions)
• Teacher-Preferred Social Behavior
• Peer-Preferred Social Behavior
• School Adjustment Behavior
Assessment: Teacher Ratings
Social Skill Improvement System (SSIS) Elliott &
Gresham. Pearson (ages 3-18)
• Social skills acquisition deficits
• No interfering problem behavior
• Social skills performance deficits
• Interfering problem behavior
• Social skills strengths
Assessment: Direct Observation
Outcomes:
• Needed social skills
• Problem type
– skill deficiency
– performance problem
– maintenance / generalization problems
• Examples for instruction and tests
Planning Requirements
(practices, systems)
• Curriculum / Lesson Plans
– Adapt/adopt
• Group procedures
• Generalization strategies
Lesson Components
(practices)
• rule for when to use the skill
• set of useful skill variations
–
–
–
–
–
teach the rule (TELL)
demonstrate the skill (SHOW)
students practice the skill (PRACTICE)
review and test the skill (PRACTICE)
assign homework (PRACTICE)
Teaching social skills follows the same format as
teaching academic skills
Lesson Plans: Teach (tell)
• definition of essential rule
• description of skill components and
variations
Lesson Plans: Demonstrate
(show)
• model / demonstrate the skill
– select competent and respected students
and adults
– only the teacher models incorrect
responses
– select examples from natural context
– at least two positive demonstrations of
each example
Lesson Plans: Practice
• role play activities
– focus on relevant features
– have student "think aloud"
– teacher can provide coaching during lesson
– involve all members of the group by assigning
tasks / questions
– have student self evaluate after activity
Lesson Plans: Review & Test
More Practice
• review essential rule for the day
• test on untrained examples through role
plays
• test each student as often as possible
(daily)
• request demonstration of skill whenever
possible (verbally or role play)
• lesson homework
Group Procedures
(practices, system)
• Who & how many in small groups?
– 5-8
• When & how long meet?
– At least weekly over the school year
• Who teaches?
– Combination
• Basic behavior management
–
–
–
–
Routines
Expectations
Attention signal
Incentives
Social skill outcomes, expectations, etc. must be connected to the
school-wide PBS/MBI system
Maintenance & Generalization
Connect points to larger School-wide
System (system, policy)
Promoting Maintenance and Generalization
Strategies To Use During Training
Use naturally occurring examples within
role plays
• Use naturally occurring reinforcers
• Use language of school-wide PBS system
• Pinpoint activities students likely to
engage
•
Promoting Maintenance and
Generalization
Strategies To Use During Training
• Train in the targeted setting
• During training, include peers the target
student(s) likely to encounter in the
problem setting
• Use a number of trainers or other adults
during training
• Continue training for a sufficient amount
of time
Promoting Maintenance and
Generalization
Strategies to Use Within the Target Setting
• Prompt students to display skill (Pre-Corrects)
• Reinforce displays of skills in generalized settings
using language of school-wide PBS system
• Enlist a variety of others to prompt and reinforce
skills in generalized settings
• Individual contracts and behavior change plans
• Group contingencies
2 Minutes
• With your neighbor, share social skills
instructional strategies or curriculum you
would recommend
Individual Social Skills
Teaching replacement behaviors to
meet communicative intent of
problem behavior
Functional Assessment
• Behavior is learned
–Do not assume children know your
rules, expectations, or social skills
–Every social interaction you have
with a child teaches him/her
something
Functional Assessment
• Behavior communicates need
–Children engage in behavior(s) to
"get" something or to "avoid"
something
–Need is determined by observing
what happens prior to and
immediately after behavior
Functional Assessment
• Concerned with the functional
relationships between BEHAVIOR and
the TEACHING ENVIRONMENT
• “Functional Relationships”
–When “X” happens, high degree of
likelihood “Y” will result
Functional Assessment: Outcomes
• Hypotheses about functional
relationships
– Reoccurring chains of behavior
Functional-Based Interventions
• Teach replacement behavior(s) that
result in same/similar outcome
• Environment should not allow problem
behavior to result in previous
outcomes
• Replacement behavior must be more
efficient than problem behavior
Teach Alternative Behavior
• Function = Receives Attention
– Social skills that access attention appropriately
– Social skills that delay access to desired objects or
events
• Function = Escape
– Social skills that access assistance with difficult
tasks
– Social skills to avoid negative adult & peer
interactions
Modify Environment
Attention
• Withhold attention for problem behavior
• Provide high rates of reinforcement for
replacement behavior
Modify Environment
Escape
• Do not allow student to “escape” tasks
unless they use pro-social alternative
behavior
• Modify tasks to promote high rates of
engaged time
How do we respond to the next
“Hot Topic”
SW-PBS Problem Solving Logic
1. Establish Ground Rules
2. Start with Data
3. Match Practices to Data
4. Align Resources to Implement
Practices (systems, systems, systems)
SW-PBS Problem Solving Logic
1. Establish Ground Rules
– Nothing sacred / Everything is important
– Not about “philosophy” or “theory"
– Keep focus on outcomes
– Remember, if what we are doing now was meeting
the needs of all students we wouldn’t be having
the conversation
– Allow for a transition period
• 2-3 years
SW-PBS Problem Solving Logic
2. Start with Data
– Be prepared for the “examination & explanation”
– Understand that data are simply a “sample” of what is
going on
– Data must be contextualized
– Don’t drown in the data
– Assess the integrity of the data (plan to correct)
– Keep the conversation focused on data that are “in
your control”
– Be prepared with a draft action plan
SW-PBS Problem Solving Logic
3. Match Practices to Data
– Strategies, curricula, and resources
independent of what is currently in place
– Don’t limit to what you currently know –
outside resources
–Build your daily schedule around
priorities
SW-PBS Problem Solving Logic
4. Align Resources to Implement
Practices
–New roles to reach outcomes will
require training and on-going technical
assistance (systems)
Field Elementary Literacy Data 04-05
100%
44%
80%
60%
Intensive
26%
Benchmark
40%
20%
Strategic
30%
0%
2004-2005
Structure
Tier III
Intensive
Intervention
Tier II
Strategic
Intervention
Tier I
DIBELS benchmark
Core Reading
Intervention Groups 45 min,
90 min, 5 days 4 days week, with:
week with:
(5th day individual focus )
Classroom
Teacher
Reading specialists, Sp Ed, ELL,
Sp. Lang,
K-2 SRA Reading Mastery
3-5 Wilson Reading Systems
Classroom
Teacher
Classroom Teacher
Reading Mastery or Soar to
Success
Classroom
Teacher
Classroom Teacher
Enrichment based on themes of
core program
Core Reading and Intervention Schedule
Core
K 9:00-10:30
1st 9:00-10:30
2 10:00-11:30
3 11:00-12:30
4 1:45-3:15
5 1:00-2:30
Intervention
12:25-12:55
11:30-12:15
9:15-10:00
10:15-11:00
1:00-1:45
2:15-3:00
Data Collection
Dynamic Indicators
of Basic Early
Literacy Skills
(DIBELS)
Benchmark
Progress Monitoring
Tier III
Fall, Winter & Spring Every Other Week
Tier II
Fall, Winter & Spring Every Other Week
Tier I
Fall, Winter & Spring Once a month
Also utilize as needed:
•Developmental Reading Assessment (DRA & DRA-2)
•Scholastic Reading Inventory (SRI)
•District Writing Assessments
Field Literacy Data
100%
90%
44%
31%
33%
23%
80%
70%
60%
26%
50%
25%
29%
27%
Strategic
40%
Benchmark
30%
20%
10%
Intensive
30%
40%
40%
51%
0%
2004-2005
2005-2006
2006-2007
2007-2008
Bullying Defined
“A student is being bullied or victimized when he
or she is exposed, repeatedly and over time,
to negative actions on the part of one or more
other students” (Elliott, 2002)
Prevalence
• Norway/Europe = 1 out 7
• US
– 1 in 4 students in grades 4-6 are bullied regularly and 1 in 10 bullied
weekly
– Nearly 90% of middle and high school students report observing
bullying with 80% reporting they have been victims
– 80% of boys and 60% of girls reported being bullied by males
– In early grades – children were targets of peer physical or verbal
intimidation once every 3-6 minutes (Snyder, 2003)
– 16,000 students miss school each day due to fear of bullies (Lee, 1993)
Bullying Defined
Bullying =
1. A clear power imbalance
2. Intent to cause harm or injury (including teasing)
3. Repeated and chronic instances of aggression and intimidation that
targets a specific individual (Olweus, 1996; Snell, MacKenzie, & Frey,
2002)
–
Form of peer-related aggressive behavior that involves coercion,
intimidation, and threats to another’s personal safety or well-being
(including relational aggression) (Walker, Colvin, & Ramsey, 1995)
School bullying =
•
Single student being harassed by two or more other students (Olweus,
1993)
Types of Bullying
1.
2.
3.
4.
Physical
Verbal
Emotional
Sexual
Bullies and Peers
• Perpetrator
• Victim
• Bystander - do not directly participate but
reinforce the bully
• Non-participant - do not participate, simply
present, but take no action to prevent
Victims
• Passive-submissive – anxious, fearful,
withdrawn, bully reinforced by occasioning
the behavior
• Provocative – display annoying and aggressive
responses & thereby inadvertently reinforce
the bully
Gender Differences
• Boys = “direct” physical / verbal intimidation
• Girls = “indirect” gossip and rumors
• Males = larger numbers of both bullies and
victims
Bullys
Victims
Individual
Impulsive, dominant, lacks empathy
Positive attitude toward violence
Difficulty conforming to rules
Physical strength (males)
Gradual decrease in academic
achievement
Assume leadership roles in core groups of
peers (female)
More likely to bring weapons to school
(52% males, 30% females)
70% report weapons outside of school
Cautious, insecure
Difficulty asserting themselves among
peers
Physical weakness (males)
Increase likelihood to carry weapons to
school (36% males, 15% females)
Family
Lack of parental involvement
Overly-permissive
Harsh discipline
Lack of parental supervision
Peer
Friends/peers with positive attitudes
toward violence
Exposure to models of bullying
Lack of close friends
School
Lack of supervision
Indifferent attitude toward bullying
Presence of aggressive students
Lack of supervision
Indifferent attitude toward bullying
Outcomes of bullying
• Short term
– Bully - reinforced – increases future bullying
– Victim - somatic symptoms, fearful, avoidance
• Long term
– Bully
• 60% grades 6-9 had been convicted of an aggressive crime in
adulthood
• More likely to be violent (Nansel et al, 2004).
• More likely to have children who bully
– Victim
• depression, poor self esteem, suicide, school drop out
• Ostracized by peers
Recommendations
From the Field
• School & home that is characterized as “warm” but
sets firm limits for unacceptable behavior
• When violations occur, non-hostile, nonphysical
sanctions be consistently applied
• Careful monitoring of student activities
• Adults should act as responsible authorities during
all adult-child interactions, especially when bullying
occurs
• Perpetrator- discourage / appropriate sanctions
• Victim – teach strategies to appropriately
avoid/escape situations that involve bullying & place
in activities in which they can succeed to boost
confidence
By-standers – make them aware of their supporting
role and discourage them
Non-participants – teach them to discourage bullying
and to not show approval if observed
Action Planning
Embedding Bullying Behavior
Interventions within SW-PBS
Current Data collection captures bullying?
– Office referral
– Student/staff report
Remember…..
1. “It’s just behavior”
Its not personal… students engage in
problem and appropriate behaviors
to get needs met
2. Behavior is learned
What you see is the result of risk factors
within children’s past learning history
(poverty, disability, academic failure,
language, culture….)
3. Build in Protective Factors to Buffer
Risk Across the School Day
Academic and Social Behavior
Success
4. Research continues to demonstrate
the most effective strategies are
instruction based
•Teach “what you want them to do
instead”
•Focus on academic and social success in
terms of linear growth, not absolute
5. Pause, step back,& smile
The most effective strategies will fail
to impact students in the absence of
sincerity, respect, and obvious joy in
teaching
For More Information
OSEP Center on Positive Behavioral
Interventions and Supports
pbis.org
Missouri School-wide
Positive Behavior Support Initiative
pbismissouri.org