Transcript SWPBS: Reducing Effectiveness of Bullying Behavior Dan Maggin & George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April 26, 2011 www.pbis.org www.cber.org.

SWPBS: Reducing
Effectiveness of Bullying
Behavior
Dan Maggin & George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
April 26, 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 recipients
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
Search Methodology (Independent Coders)
Electronic search of databases
ERIC, Medline, PsychINFO, PubMED, Sociological Abstracts, Scopus
Ancestral search of program materials &
papers
Citation appraisal of relevant review
articles
Inclusion Criteria
Published program description
• e.g., book chapter, journal article, online materials,
program manual
Formal instructions or narrative for implementation
“Bullying” behaviors as primary intervention target
School settings as primary implementation
context
Pre-K to Grade 12 focus.
Main Program Questions
4 key groups?
Behaviors & skills for each group?
Systems logic?
RTI logic?
Program Materials
• Total programs identified = 51
• Total programs reviewed = 44
– Program materials non-English = 6
– Manual for purchase only = 1
Primary Source Type
n
%
Book Chapter
11
25.00
Dissertation
2
4.55%
Journal Article
22
50.00%
Program Manual
9
20.45%
44
100.00%
Total
Preliminary Results – Key Groups
Key
Group
Component
Present
Definition
of Group
Observable
Focus Skills
Observable Skills
Initiator
27
(61.36%)
19
(43.18%)
8
(18.18%)
Accept responsibility;
Recruit attention positively
Target
31
(70.45%)
13
(29.55%)
20
(45.45%)
Ignore; Seek help; Verbally
confront initiator; Walk
away
Bystander
27
(61.36%)
12
(27.27%)
19
(43.18%)
Model appropriate
behavior; Report incidents;
Verbally confront initiator
Staff*
21
(47.73%)
8
(18.18%)
21
(47.73%)
Develop clear
consequences; Develop
protocol for intervening on
incidents; Public posting of
expectations
* 33 (75.00%) of programs required curriculum implementation
Examples of Nonobservable Behaviors for Initiators
Increase tolerance of others (Sheffield Project).
Learn to empathize w/victims (Kia Kaha).
Improve anger management (BullyBusters).
Increase confidence (Anti-bullying game)
Raise awareness of their own behavior (Befriending intervention
program)
Increase consideration for others (No Blame approach)
Preliminary Results – Systems Logic
Systems Feature
Faculty Team Developed
n
%
13
29.55%
10
22.72%
School staff referral; parent referral;
Needs assessment of aggression,
anger management; self-assessment
6
13.63%
School staff referral; parent referral;
Needs assessment
2
4.54%
23
53.49%
4
9.09%
6
13.63%
Use of Initiator Data
Use of Target Data
Use of Bystander Data
Staff Training Provided
LEA Endorsement
LEA Coordinator
Notes
Self-assessment; Incidence
reporting
Preliminary Results -- RTI
RTI Features
n
%
Identification Screening
3
6.82%
Data Referenced
12
27.27%
Data Specified
Notes
9
20.45%
School-wide survey of bullying
needs; Student incident reports;
Teacher incident reports; Referrals
Initiator Continuum
14
31.81%
Group counseling sessions
Target Continuum
13
29.55%
Group counseling sessions
Bystander Continuum
8
18.18%
Staff Continuum
2
4.54%
Fidelity Checks
3
6.82%
No formal strategies described.
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
All about
implementation
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
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
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
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
“BULLY BEHAVIOR”
PRACTICES
Supporting
Student Behavior
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
Baseline
Acquisition
Full BP-PBS Implementation
10
Rob
8
6
School 1
4
Number of Incidents of Bullying Behavior
2
0
10
Bruce
8
6
4
2
0
10
8
Cindy
6
School 2
4
2
0
10
Scott
8
6
4
2
0
10
8
Anne
6
School 3
4
2
0
10
8
Ken
6
4
2
0
37
3.14
School
Scott Ross, University
ofDays
Oregon
1.88
.88
72%
Conditional Probabilities of Bystander Responses to
Problem Behavior
50%
BP-PBS
22% decrease
40%
21% increase
30%
20%
38
Scott Ross, University
BP-PBS,
of Oregon
Scott Ross
No Response
Negative
Response
(crying/fighting
back)
"Walk"
0%
Positive Response
(laughing/cheering)
10%
"Stop"
Probability of Response
Baseline
2. Precorrect
Before
•
•
•
•
•
•
Analyze problem setting
Describe problem behavior
Identify triggers & function
Identify acceptable alternative behavior
Modify setting to prevent
Check-in w/ student to remind of desired behavior
During
•
•
•
•
Monitor
Remind
Reinforce
Redirect
After
•
•
•
•
Correct
Reinforce approximations
Reteach
Remind
Allday &
Pakurar (2007)
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______
PBIS Prevention Goals & Bullying Behavior
• 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