Transcript SWPBS: Preventing & Reducing Effectiveness of Bullying Behavior George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Nov 5, 2010 www.pbis.org www.cber.org www.swis.org.

SWPBS: Preventing &
Reducing Effectiveness of
Bullying Behavior
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
Nov 5, 2010
www.pbis.org
www.cber.org
www.swis.org
SWPBS Logic!
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, durable,
salable, & logical for ALL
students
(Zins & Ponti, 1990)
SWPBS is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
All students
All about
implementation
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
RtI
DATA-BASED
DECISION MAKING
& PROBLEM
SOLVING
CONTENT
EXPERTISE &
FLUENCY
PREVENTION
& EARLY
INTERVENTION
Behavior
Continuum
Academic
Continuum
RTI
Integrated
Continuum
Mar 10 2010
Math
Intensive
Continuum of
Support for ALL
Science
Targeted
Spanish
Reading
Soc skills
Universal
Soc Studies
Basketball
Label behavior…not
people
Dec 7, 2007
ESTABLISHING CONTINUUM of SWPBS
~5%
~15%
TERTIARY PREVENTION
• Function-based support
• Wraparound
• Person-centered planning
•
•
SECONDARY PREVENTION
• Check in/out
• Targeted social skills instruction
• Peer-based supports
• Social skills club
•
PRIMARY PREVENTION
• Teach SW expectations
• Proactive SW & classroom discipline
• Positive reinforcement
• Effective instruction
• Parent engagement
• Active supervision
~80% of Students
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
Greater focus on all
students
Increased problem
awareness
Good “things” about
Bullying efforts
More curriculum
development &
research
More emphasis on
prevention
Labeling kids
Generic
intervention
responses
Too much attention
on student, not
enough on recipients
Non-data based
intervention
decisions
“Bullying”
Issues
Over-emphasis on
student
responsibility for
change
Limited
examination of
mechanism
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
12.4 - Mean Percentage Students (2009-10) (Majors Only)
Mean % Students 2009-2010 Majors Only
Students 6+
Students 2 to 5
Students 0 or 1
100%
9%
90%
19%
24%
80%
70%
60%
50%
40%
30%
20%
91%
81%
76%
K-6
6-9
9-12
K8-12
713
266
474
10%
0%
Pre-K
N = 2565
Students 6+
12.5 - Mean Percentage ODRs (2009-10) (Majors Only)
Mean % ODRs 2009-2010 Majors Only
Students 2 to 5
Students 0 or 1
100%
90%
80%
70%
60%
74%
82%
84%
K-6
6-9
9-12
K8-12
24%
18%
50%
40%
30%
20%
10%
0%
Pre-K
Students: 9%
19%
# Ref by Problem Behavior
# Ref by Location
# Ref by Time of Day
# Ref by Student
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
OUR BEHAVIORAL
PERSPECTIVE
“Context” or
environment
Context
manipulation
Learning
history
“Do”
Data-based
decision
making
What is “bullying?”
Remember
“Label
behavior, not
people…’
So, say, “bully
behavior”
Behavior
Verbal/physical
aggression,
intimidation,
harassment,
teasing,
manipulation
Intensive
Continuum of
Support for
“Manuella”
Anger man.
Harassment
Targeted
Ind. play
Adult rel.
Attend.
Universal
Coop play
Peer interac
Label behavior…not
people
Dec 7, 2007
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
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
48
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%
49
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
3. Actively
Supervise
• Move
• Scan
• Interact positively
• Model expectations
• Reward appropriate
behavior
• Remind & precorrect
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