Transcript SWPBS: Reducing Effectiveness of Bullying Behavior George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut February 28, 2011 www.pbis.org www.cber.org www.swis.org.

SWPBS: Reducing
Effectiveness of Bullying
Behavior
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
February 28, 2011
www.pbis.org
www.cber.org
www.swis.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
Non-data based
intervention
decisions
Over-emphasis on
student
responsibility for
change
Limited
assessment of
context
Generic
intervention
responses
Limited
examination of
mechanism
SWPBS is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
All students
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
RtI
UNIVERSAL
SCREENING
Reducing
Bullying
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
••
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
OUR BEHAVIORAL
PERSPECTIVE
“Context” or
environment
Context
manipulation
Learning
history
“Do”
Data-based
decision
making
Prevention
1
• Teach effective, efficient, relevant
social skills
2
• Remove triggers of problem behavior
3
• Add triggers for social skills
4
• Remove consequences that maintain
problem behavior
5
• Add consequences that maintain
social skills
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
“BULLY BEHAVIOR”
PRACTICES
Supporting
Student Behavior
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
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
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
•
•
•
•
•
•
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