Transcript Bullying Prevention and Positive Behavior Intervention & Support Margaret A. Gannon, Southeast PBIS Coordinator Correy Watkins, Central PBIS Coordinator.

Bullying Prevention
and Positive
Behavior
Intervention &
Support
Margaret A. Gannon, Southeast PBIS Coordinator
Correy Watkins, Central PBIS Coordinator
What is Bullying?
Bullying is when a person is picked
on over and over again by an
individual or group with more power,
either in terms of physical strength or
social standing.
Range of Approaches Taken by
Schools to Address Bullying
• Nothing
• Awareness-raising
efforts
• Reporting, tracking
• Zero tolerance (school
exclusion)
• Individual treatment
• Group treatment
• Self-esteem
enhancement for bullies
• Mediation, conflict
resolution programs
• Curricular approaches
and…
COMPREHENSIVE APPROACHES
such as PBIS!
PBIS and Bullying Principles
It is critical to develop a school climate that:
• Is supportive of racial, cultural, and other forms of
diversity
• Is warm
• Has clear expectations for students and staff that are
taught and reinforced
• Has consequences for unacceptable behavior
• Has positive interest
• Has involvement from adults
• Addresses hate crimes and conflicts in school and
the community
The goal of Bully
Prevention-PBIS
(BP-PBIS) is to
reduce peer
maintained
problem behavior
outside of the
classroom
BP-PBIS
• Requires only a small amount of additional
resources from the school
• Schools are required to first maintain
effective SW systems to at least 80% on the
SET
• Having SW PBIS already in place will
likely increase community buy-in, resource
allocation, and on-going professional
support
BP-PBIS (continued)
• Focuses on improvement of behaviors that
are specific, observable, and measurable.
• Behavior definitions will not speculate on:
• The intent of the behavior
• The power of the individuals involved
• The frequency of its occurrence
• Single incidents of problem behavior
between children of similar power will be
responded to in an equal manner.
Six Key Features of BP-PBIS
1. The use of empirically-tested instructional
principles to teach expected behavior
outside the classroom to all students.
2. The monitoring and acknowledgement of
students for engaging in appropriate
behavior outside the classroom.
3. Specific instruction and pre-correction to
prevent bullying behavior from being
rewarded by victims or bystanders.
Six Key Features of BP-PBIS
(continued)
4. The correction of problem behaviors using a
consistently administered continuum of
consequences.
5. The collection and use of information about
student behavior to evaluate and guide
decision making.
6. The establishment of a team that develops,
implements, and manages the BP-PBIS
effort in a school.
School-Wide Interventions
• Train all school personnel to recognize signs
of bullying
• Develop school expectations regarding
against bullying (e.g., safety)
• Use consistent consequences
• Increase supervision in “hot spots”
• Hold staff discussion groups
• Actively involve parents
Interventions at the
Classroom Level
• Teach, post, and discuss school expectations and
rules
– Teach lessons on topics, such as gossip, inappropriate
remarks, and cyber bullying
• Consistently use positive reinforcement and
consequences
• Incorporate bullying themes across the curriculum
• Hold regular class meetings
Assumptions / Goals
• Assumptions
– School is implementing at the Universal level (behavioral
expectations)
– Bullying continues to be a problem
• Goals
– Define why bullying is worth addressing
– Provide a comprehensive model for bully prevention
– Provide description of core elements of UNIVERSAL level
bully prevention
– Provide data demonstrating (a) reduction in bullying and (b)
improved perception of school safety.
12
The Logic:
Why Invest in Bully Prevention?
• The National School Safety Center (NSSC) called
bullying the most enduring and underrated problem in
U.S. schools.
(Beale, 2001)
• 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.
(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).
Why Invest in School-wide
Bully Prevention?
Most bully prevention programs
focus on the bully and the victim
• Problem #1:
bullying”
• Problem #2:
• Problem #3:
• Problem #4:
impact.
• Problem #5:
Inadvertent “teaching of
Blame the bully
Ignore role of “bystanders”
Initial effects without sustained
Expensive effort
What do we need?
• Bully prevention that “fits” with existing
behavior support efforts
• Bully PREVENTION, not just
remediation
• Bully prevention that is sustainable.
Bully Prevention in Positive
Behavior Intervention & Support:
The Foundation
• Bullying behavior occurs in many forms, and
locations, but typically involves student-student
interactions.
• Bullying is seldom maintained by feedback from
adults
• What rewards Bullying Behavior?
• Likely many different rewards are effective.
Most common are:
»
»
»
»
Attention from bystanders
Attention and reaction of “victim”
Access to resources (materials, activity)
Self-delivered reward
Consider the smallest change that could
make the biggest impact on bullying:
– Remove the “pay off” (e.g., praise, attention,
recognition) that follows bullying.
– Do this without:
• teaching bullying or
• denigrating children who engage in bulling.
A Comprehensive Bully
Prevention Model
School-wide Behavioral Expectations
Bully Prevention
Teach
All
Students
Practice
With
Some
Students
Support
Staff
Important
Individual Student Supports
Bully
Collect and use data for decision-making
Victim
Teach All Students
• Teach school-wide expectations (include “be
respectful”)
• Teach students to recognize “respectful” versus “non-respectful”
behavior.
• Teach the “pay off” for not being respectful
• You get attention (which comes in many forms)
• You get materials/activities
• Teach what to do if you experience non-respectful
behavior.
• “Stop”
• Walk Away
• Talk (Get Help)
Why Does Non-respectful
Behavior Keep Happening?
• 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
The candle under a glass cup
The Stop Signal – A Three Step
Response
1. Stop
2. Walk
3. Talk
The Stop Signal
(The entire school must use the same stop signal)
• Teach the school-wide stop signal for
problem behavior
• Model the use of stop signal when they experience
problem behavior or they see another student
experiencing problem behavior
• Practice and review how the Stop Signal
should look and sound:
• Firm hand signal
• Clear voice
Teach the “Stop Signal”
• If someone is directing problem
behavior to you, or someone else,
tell them to “stop.”
• Because talking is hard in emotional
situations… always include a
physical “signal” to stop.
Examples of When to
Use the Stop Signal
• Alisha pokes Ronnie in the back over and
over while in line
• Daniel steals the ball away from Noah when
they are not playing a game that involves
stealing.
• Roberta teases Rachel and calls her a
derogatory name.
Walk Away
Sometimes even when
students tell others to stop,
the problem behavior will
continue. When this
happens, students are to
walk away from the
problem behavior
Walk Away
• Model “walking away” when students experience
continued problem behavior or when they see
another student experiencing continued problem
behavior.
– Walking away removes the reinforcement for problem
behavior
– Teach students to encourage one another when they use
the appropriate response
• Practice “walking away” with student volunteers
– Give examples of when to walk away and at least one
of when not to walk away
Remember: walking away
removes the reinforcement for
problem behavior.
Teach students to encourage
one another when they use the
appropriate response.
Talk: Report Problems to an Adult
Teach students that even
when they 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.
Talk
• Model the talk technique
students should use when
they experience continued
problem behavior or when
they see another student
experiencing continued
problem behavior.
Please Note!!
• If any student is in
danger, the “stop” and
“walk away” steps
should be skipped, and
the incident should be
reported immediately.
Talking versus Tattling
• Talking
– When the student has
tried to solve the
problem him/herself
and has used the stop
and walk steps first:
• Did the student request
“stop”?
• Did the student “walk
away”?
• Tattling
– When a student does
not use the stop and
walk way steps before
talking to an adult
– When the student’s
goal is to get the other
person in trouble
Talk
• Describe to students how they should expect
adults to respond to “talk”
– Adults will ask you what the problem is
– They will ask if you said stop
– They will ask if you walked away calmly
• Practice “talk” with student volunteers at the
front of the class.
– Be sure to use examples of how to “talk” and at
least one example of when not to “talk”
Review Stop/Walk/Talk
• Test students orally on how they should
respond to various situations involving
problem behavior
• Include questions that involve each possible
scenario:
– Using “Stop”, “Walk”, and “Talk”
– Responding to “Stop”, “Walk”, and
“Talk”
Teaching a Reply
(What to do when YOU are asked to “stop”)
• 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”
Extra Practice with Some Students
• For students with high rates of physical and verbal
aggression.
• Pre-correction
• On-site practice
• For students who are more likely to be victims
who reward physical and verbal aggression.
When the child did it right…
Adults initiate the following interaction with the Perpetrator:
Reinforce the student for discussing the problem with you
"Did ______ tell you to stop?"
» If yes: "How did you respond?" Follow with step 2
» If no: Practice the 3 step response.
"Did ______ walk away?"
» If yes: "How did you respond?" Follow with step 3
» If no: Practice the 3 step response.
Practice the 3 step response.
» The amount of practice depends on the severity and
frequency of problem behavior
Rewarding Appropriate Behavior
• Effective Generalization requires the prompt
reinforcement of appropriate behavior, the FIRST
time it is attempted
• Look for students that use the three step
response appropriately and reward
• Students that struggle with problem
behavior (either as victim or perpetrator) are
less likely to attempt new approaches.
– Reward them for efforts in the right
direction.
Bully Prevention in PBIS
Faculty Follow-Up
Supporting Staff Behavior
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 for using appropriate response. If no, practice.)
Roles of BP-PBIS Implementation at
Your School

PBIS Team








Takes the lead with implementation
Determines a School-wide Stop Signal
Develops schedule for student BP training (initial and
follow-up)
Plans ongoing support of administrators and teachers
Evaluates student outcome data (ODRs)
Implementation Checklist
Faculty Follow Up
Working with the district to maintain efforts
Roles (continued)
• Teachers
– Reads Manual
– Delivers Initial
Lessons and Follow
up lessons
– Incident Reports
– Practice with Students
– Reinforce
Appropriate Behavior
– Give feedback to
PBIS team
• Administrators
– Reads Manual
– Practice with
students
– Check-ins
– Incident Reports
– Reinforce!
Practice
• Break up into groups of two and:
• For three minutes, practice the “stop” response, along
with how to reply when someone uses the stop
response on you. (Make sure that each person is able to
practice each roll)
• Next, break up into groups of four and:
• Practice the entire SWT response: Separate roles into:
Supervisor, Perpetrator, Victim, and Bystander. Try to find
situations where Stop/Walk/Talk may not be enough.
BP-PBIS Effectiveness Survey
• Staff survey
– Can be completed weekly, monthly, etc.,
depending on the needs of the school
• Decision making flow chart
– Can assist in meaningful decisions that impact
the outcomes of the program.
PB-PBIS Decision Making Flowchart
Questions:
Responses:
Do students know the SW expectations and
the “stop” signal?
NO
Re-teach SW expectations and the “stop”
signal.
NO
Review pre-correction strategy and
reward staff for its implementation
NO
Re-teach the review routine to staff and
reward them for using it with students.
NO
Conduct Student Booster in applicable
settings.
NO
These students may require more intense
individual interventions and a Functional
Behavior Assessment
Yes
Do faculty/staff use of pre-correction
strategy with students?
Yes
Do faculty/staff use the review routine when
students report problem behaviors?
Yes
Are there specific settings where BP-PBIS
strategies are not used effectively?
Yes
Do students “at risk” for aggression behave
more appropriately?
To Learn More
•
•
•
•
http://www.wrightslaw.com/nltr/07/nl.0417.htm
http://www.pbis.org
http://www.ryanpatrickhalligan.org
J.H. Hoover, R. Oliver, and R.J. Hazler,
"Bullying: Perceptions of adolescent victims in
Midwestern USA," School Psychology
International 13:5-16,1992.
• S. Ross, R. Horner, and B. Stiller, Bully
Prevention in Positive Behavior Intervention &
Support
Margaret A. Gannon
[email protected]
Correy Watkins
[email protected]