Transcript School-wide Positive Behavioral Interventions and Supports: Reducing Bullying in Middle School Rob Horner University of Oregon www.pbis.org; www.uoecs.org.

School-wide Positive Behavioral
Interventions and Supports:
Reducing Bullying in Middle School
Rob Horner
University of Oregon
www.pbis.org; www.uoecs.org
1
Goals
• Introduce School-wide PBIS as an approach for
reducing problem behavior
• Present an efficient and effective approach for
addressing bulling behavior within the Schoolwide PBIS framework
2
Main Messages
• We will not achieve the academic goals of
schools without investing in building the
social culture that makes a school and
effective learning environment.
• The most cost-effective approach to
reducing problem behavior is to invest first
in school-wide systems… then add more
intensive supports.
3
Context
• Problem behavior continues to be the primary reason why
individuals in our society are excluded from school, home,
recreation, community, and work.
Problem Behaviors
Insubordination, noncompliance,
defiance, late to class,
nonattendance, truancy, fighting,
aggression, inappropriate
language, social withdrawal,
excessive crying, stealing,
vandalism, property destruction,
tobacco, drugs, alcohol,
unresponsive, not following
directions, inappropriate use of
school materials, weapons,
harassment 1, harassment 2,
harassment 3, unprepared to
learn, parking lot violation,
irresponsible, trespassing,
disrespectful, disrupting teaching,
uncooperative, violent behavior,
disruptive, verbal abuse, physical
abuse, dress code, other, etc., etc.,
etc.
• Vary in intensity
• Exist in every school,
home and community
context
• Place individuals at risk
physically, emotionally,
academically and socially
• Are expensive: For
society, schools,
classrooms, students,
families
Bullying Behavior
 The National School Safety Center (NSSC) called bullying
the most enduring and underrated problem in U.S.
schools.
 Nearly 30 percent of students have reported being
involved in bullying as either a perpetrator or a victim.
(Nansel, et al., 2001; Swearer & Espelage, 2004).
 Victims and perpetrators of bullying are more likely to
skip and/or drop out of school.
BP-PBS, Scott Ross
(Beale, 2001)
(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).
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Bullying Behavior
• 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, race, 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.
•
Merrell et al., 2008
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School-wide Positive Behavioral
Interventions and Supports (SWPBIS)
• The social culture of a school
matters.
• A continuum of supports that
begins with the whole school and
extends to intensive, wraparound
support for individual students
and their families.
• Effective practices with the
systems needed for high fidelity
and sustainability
• Multiple tiers of intensity
What is School-wide Positive Behavior
Intervention and Support?
• School-wide PBIS is:
• A framework for establishing the social culture and
behavioral supports needed for a school to be an effective
learning environment for all students.
• Evidence-based features of SWPBIS
•
•
•
•
•
•
•
Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual intervention supports.
Implementation of the systems that support effective
practices
Establishing a Social Culture
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
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Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Main Ideas:
1. Invest in prevention first
2. Multiple tiers of support
intensity
3. Early/rapid access to
~80% of Students
support
Experimental Research on SWPBIS
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), 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.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and
supports on child behavior problems and adjustment. Pediatrics.
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.
Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support.
Journal of Positive Behavioral Interventions. 14(2) 118-128.
Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and
Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of
Pediatric Adolescent Medicine. 2012;166(2):149-156
20000
Number of Schools Implementing SWPBIS since 2000
18000
18,276
16000
14000
12000
10000
8000
6000
4000
2000
0
00
01
02
03
04
05
06
07
08
09
2010
2011
2012
Using PBIS to Achieve
Quality, Equity and Efficiency
• QUALITY: Using what works; Linking Academic and Behavior Supports
•
•
•
•
North Carolina (valued outcomes)
Michigan (behavior and literacy supports)
Commitment to Fidelity Measures
Building functional logic/ theory/ practice (Sanford)
• EQUITY: Making schools work for all
•
•
•
•
Scott Ross
Russ Skiba
Vincent, Cartledge, May & Tobin
Bully prevention
• EFFICIENCY: Working Smarter: Building implementation science into large
scale adoption.
• Using teacher and student time better.
• Dean Fixsen/ Oregon Dept of Education
Time Cost of a
Discipline Referral
(Avg. 45 minutes per incident for student 30 min for Admin 15 min for Teacher)
1000
Referrals/yr
500 Hours
2000
Referrals/yr
1000 Hours
250 Hours
500 Hours
Student Time
750 Hours
1500 Hours
Totals
1500 Hours
3000 Hours
Administrator
Time
Teacher Time
T otal O ffic e D is c ipl ine R efer r al
Kennedy Middle School
1500
1200
900
600
300
0
Pre95-96
PBIS
Year 1
Year 2
96-97
97-98
School Years
Year 3
98-99
What does a reduction of 850 office referrals and 25
suspensions mean?
Kennedy Middle
School
 Savings in
Administrative time
 Savings in Student
Instructional time
 ODR = 15 min
 Suspension = 45 min
 ODR = 45 min
 Suspension = 216 min
 13,875 minutes
 231 hours
 43,650 minutes
 728 hours
 29, 8-hour days
 121, 6-hour school
days
Math
Remember that the multiple
tiers of support refer to our
SUPPORT not Students.
Behavior
Avoid creating a new disability
labeling system.
Health
Reading
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
~80% of Students
••
••
••
••
••
TERTIARY
TERTIARY PREVENTION
PREVENTION
Function-based support
Wraparound
Person-centered planning
Check and Connect
••
••
••
••
••
SECONDARY
SECONDARY PREVENTION
PREVENTION
Check in/ Check out
Targeted social skills instruction
Anger Management
Social skills club
First Step to Success
••
••
••
••
••
••
PRIMARY
PRIMARY PREVENTION
PREVENTION
Teach SW expectations
Consistent Consequences
Positive reinforcement
Classroom Systems
Parent engagement
Bully Prevention
Rob Horner
University of Oregon
www.pbis.org
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School-wide
Expectations
Classroom
Systems
------------------Define, Teach
Acknowledge, Data
System, Consequence
System
Scott Ross, University of
Oregon
Bully Prevention within
SWPBS Implementation
Bully
Prevention
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What is Bullying?
Scott Ross, University of
Oregon
• “Bullying” is aggression, harassment, threats or intimidation
when one person has greater status, control, power than the
other.”
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Video
Bully Prevention in Positive Behavior Support:
The Foundation
• Bullying behavior occurs in many forms, and locations, but
typically involves student-student interactions.
• What rewards Bullying Behavior?
• Likely many different rewards are effective
• Most common are:
•
•
•
•
Attention from bystanders
Attention and reaction of “victim”
Self-delivered praise
Obtain items or Activity
Scott Ross, University of
Oregon
• Bullying is seldom maintained by feedback from adults
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Bully Prevention in Positive Behavior Support:
The Foundation
• Consider the smallest change that could make the biggest
impact on Bullying… Build on what you already do well.
• Do this without (a) teaching bullying, or (b) denigrating children
who engage in bulling behaviors.
______________________________________________
Scott Ross, University of
Oregon
• Remove the praise, attention, recognition that follows bullying.
Bully Prevention in Positive Behavior Support
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Available at www.pbis.org
Scott Ross, University of
Oregon
Norwegian
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Dutch
Elements of Effective Bully
Prevention
School-wide PBIS
Faculty Implementation
Student Use of
BP-PBIS
Data Use
Advanced
Support
Bully Prevention Logic
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What is taught
Five Student Skills
• School-wide behavioral
expectations (respect)
• Stop routine when faced with
disrespectful behavior
• Bystander stop 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.
For Faculty/Staff
• 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
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Delivering Bully Prevention in
Positive Behavior Support
•
Establish rules for instruction based on 3-5
school-wide positively stated rules
•
•
Teach “being respectful”
Discuss examples of following school-wide rules
in specific settings.
What do problem behaviors outside the
classroom look like:
•
•
•
Basketball, Four square, Cafe Line
The word “bully” is never used
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Teach the “Stop Signal” routine
• If someone is directing disrespectful behavior to
you, or someone else, tell them to “stop.”
• Review how the stop signal should
look and sound
• Firm hand signal
• Clear voice
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Why do Kids do it?
•
Discuss why kids exhibit problem behavior outside the
classroom
Peer attention comes in many forms:
•
•
•
•
Arguing with someone that teases you
Laughing at someone being picked on
Watching problem behavior and doing nothing
To change bullying we need to change the payoffs for bullying
The flame under a glass… remove the oxygen
•
Stop, Walk, Talk
A clear, simple, and easy to remember 3 step response
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Teach “walk away”
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 reinforcement for
problem behavior
• Teach students to encourage one another when they use the
appropriate response
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Teach “getting help”
Even when students use “stop” and they “walk away” from
the problem, sometimes students 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
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Teaching a “Stopping Routine”
• Eventually, every student will be told to stop.
When this happens, they should do the following
things
• Stop what they are doing
• Take a deep breath
• Go about their day (no big deal)
• These steps should be followed even when they
don’t agree with the “stop” message.
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How Adults Respond
When any problem behavior is reported, adults follow a specific
response sequence:
Reinforce the student for reporting the problem behavior (i.e. "I'm glad
you told me.")
Ask who, what, when and where.
Ensure the student’s safety.





Is the bullying still happening?
Is the reporting child at risk?
Fear of revenge?
What does the student need to feel safe?
What is the severity of the situation
"Did you tell the student to stop?" (If yes, praise the student for using an
appropriate response. If no, practice)
"Did you walk away from the problem behavior?" (If yes, praise student 45
for using appropriate response. If no, practice.)
Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior
support. Journal of Applied Behavior Analysis, 42(4), 747-759.
• Three Schools
• Six students identified for high rates of verbal and physical
aggression toward others.
• Whole school implementation of SWPBIS
• Whole school addition of Stop-Walk-Talk
• Direct observation of problem behavior on playground.
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Baseline
Acquisition
Full BP-PBS Implementation
10
Rob
8
6
School 1
4
2
Number of Incidents of Bullying Behavior
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
48
6
4
2
0
3.14
School Days
1.88
.88
72%
0%
20%
10%
BP-PBS, Scott Ross
50%
No Response
40% 28% increase
Negative
Response
(crying/fighting
back)
Positive Response
(laughing/cheering)
"Walk"
"Stop"
Probability of Response
Conditional Probabilities of Victim Responses to Problem
Behavior
Baseline
BP-PBS
19% decrease
30%
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0%
20%
10%
BP-PBS, Scott Ross
22% decrease
No Response
Negative
Response
(crying/fighting
back)
50%
Positive Response
(laughing/cheering)
"Walk"
40%
"Stop"
Probability of Response
Conditional Probabilities of Bystander Responses to
Problem Behavior
Baseline
BP-PBS
21% increase
30%
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Middle Schools:
Expect Respect
•
•
•
•
Student forum
Multiple lessons
On-going assessment of staff fidelity
Student survey
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Building Consensus
• Collect student survey data
• Is relational aggression perceived as a problem?
• Share results with whole student-body
Scott Ross, University of
Oregon
• Hold student Forums (many formats possible)
52
Student Forum (middle/high
school)
• 8-10 students selected for leadership/contribution
• 60-90 min
• Content of discussion:
• 1. Disrespectful behavior is a problem. Damages 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)
• 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 routing (Getting help when you feel unsafe)
• 4. What would be best way to introduce/train these routines?
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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
Disagree
1
1
1
1
1
2
2
2
2
2
Agree
3
3
3
3
3
4
4
4
4
4
• 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
No
No
Yes
Yes
Yes
5
5
5
5
5
5
4.5
4
3.5
Safe
3
Your are treated
2.5
You treat others
2
Adults treat you
You treat aduls
1.5
1
0.5
0
Safe
Your are treated
You treat others
Adults treat you
You treat aduls
40%
35%
30%
25%
20%
Pre BP
15%
10%
5%
55
0%
Treated Dis
Ask other to stop
Asked to stop
Seen disrespt
Simulated Survey Responses
5
Mean Student Response N = 235
4.5
4
3.5
3
Pre BP
2.5
Post BP
2
1.5
1
0.5
56
0
Safe
You are treated
You treat others
Adults treat you
You treat aduls
Simulated Survey Results
4 weeks before BP and 4 week after BP
Percentage of Students Responding “yes”
40%
35%
30%
25%
Pre BP
20%
Post BP
15%
10%
5%
57
0%
Treated Dis
Ask other to stop
Asked to stop
Seen disrespt
• School
•
•
•
•
•
•
•
•
Implement School-wide PBS
Faculty commitment
Faculty introduction to BP
Team to implement
Build BP lessons for students
Train all students
Booster/Follow up lessons
Coaching support for
supervisors
• Collect and use data
• District
• Build expectation for all
schools
• Fall orientation emphasis
on social behavior
• District
trainer/coordinator
• District reporting of:
• Schools using BP-PBS
• Fidelity of implementation
• Impact on student
behavior
Scott Ross, University of
Oregon
How to Implement Bully
Prevention in PBS
58
60
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Scott Ross, University of
Oregon
www.pbis.org
Bullying/Harassment Prevention in
Positive Behavior Support:
Expect Respect
Brianna C. Stiller
Rhonda N.T. Nese
Anne K. Tomlanovich
Robert H. Horner
Scott W. Ross
Contact Information
• Curriculum Available at: www.pbis.org
• Scott Ross: [email protected]
• Rob Horner: [email protected]
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