Transcript SWPBS: Preventing & Reducing Effectiveness of Bullying Behavior George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Aug 18, 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
Aug 18, 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
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
“BULLY BEHAVIOR”
PRACTICES
Supporting
Student Behavior
SWPBS
Practices
Classroom
Non-classroom
Family
• Smallest #
• Evidence-based
• Biggest, durable effect
Student
“Is SWPBS evidencebased practice?”
Horner, R. H., Sugai, G., & Anderson,
C. M. (in press). Examining the
evidence base for school-wide
positive behavior support. Focus on
Exceptionality.
www.pbis.org
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
~15%
SOME
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
ALL
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk 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
Responsiveness to Intervention
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Circa 1996
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Behavioral Systems
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Behavior
Continuum
Academic
Continuum
RTI
Integrated
Continuum
Mar 10 2010
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
RTI
Continuum of
Support for
ALL
Math
Intensive
Continuum of
Support for ALL
Science
Targeted
Spanish
Reading
Soc skills
Universal
Soc Studies
Basketball
Label behavior…not
people
Dec 7, 2007
Intensive
Anger man.
Continuum of
Support for ALL
Prob Sol.
Targeted
Ind. play
Adult rel.
Attend.
Universal
Coop play
Peer interac
Label behavior…not
people
Dec 7, 2007
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
Doesn’t Work
• Label student
Works
• Exclude student
• Teach targeted
social skills
• Blame family
• Reward social skills
• Punish student
• Teach all
• Assign restitution
• Individual for nonresponsive behavior
• Ask for apology
• Invest in positive
school-wide culture
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%
10.2 - Problem Behavior: K-6
K-6 Problem Behavior ODR
25%
20%
15%
% Group ODRs
Mean % ODRs
10%
5%
0%
10.3 - Problem Behavior: 6-9
6-9 Problem Behavior ODR
25%
20%
15%
% Group ODRs
Mean % ODRs
10%
5%
0%
10.4 - Problem Behavior: 9-12
9-12 Problem Behavior ODR
25%
20%
15%
% Group ODRs
Mean % ODRs
10%
5%
0%
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:
Kid-to-kid
verbal/physical
aggression,
intimidation,
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
Add
conseq.
that
maintain
SS
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
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
Allday &
Pakurar (2007)
3. Actively
Supervise
• Move
• Scan
• Interact positively
• Model expectations
• Reward appropriate
behavior
• Remind & precorrect
PBIS Prevention Goals & Bullying Behavior
• Establish positive, predictable, consistent,
Goal 1 rewarding school culture for all across all settings
• Teach social skills that work at least as well as or
Goal 2 better than problem behavior
• Respond to nonresponsive behavior positively &
Goal 3 differently, rather than reactively & more of same
• Actively supervise & precorrect for problem
Goal 4 behaviors & settings, especially nonclassroom