SWPBS: Reducing Effectiveness of Bullying Behavior George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut January 19, 2011 www.pbis.org www.cber.org www.swis.org.
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SWPBS: Reducing Effectiveness of Bullying Behavior George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut January 19, 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 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 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 IMPLEMENTATION W/ FIDELITY CONTINUUM OF CONTINUOUS EVIDENCE-BASED PROGRESS INTERVENTIONS MONITORING UNIVERSAL SCREENING Reducing Bullying RtI 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 Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior “BULLY BEHAVIOR” PRACTICES Supporting Student Behavior Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation SWPBS Practices Classroom Non-classroom Student Family 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 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 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% Avg Ref/Day/Month Office Discipline Referrals • Definition – Kid-Teacher-Administrator interaction – Underestimation of actual behavior • Improving usefulness & value – Clear, mutually exclusive, exhaustive definitions – Distinction between office v. classroom managed – Continuum of behavior support – Positive school-wide foundations – W/in school comparisons # Ref by Problem Behavior # Ref by Location # Ref by Time of Day # Ref by Student 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 Non-Classroom Management: Self-Assessment Name______________________________ Date_____________ Setting □ Hallway □ Entrance □ Cafeteria □ Playground □ Other_______________ Time Start_________ Time End _________ Tally each Positive Student Contacts Total # Tally each Negative Student Contacts Total # Ratio of Positives to Negatives: _____: 1 1. Did I have at least 4 positive for 1 negative student contacts? Yes No 2. Did I move throughout the area I was supervising? Yes No 3. Did I frequently scan the area I was supervising? Yes No 4. Did I positively interact with most of the students in the area? Yes No 5. Did I handle most minor rule violations quickly and quietly? Yes No 6. Did I follow school procedures for handling major rule violations? Yes No 7. Do I know our school-wide expectations (positively stated rules)? Yes No 8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations? Yes No Overall active supervision score: 7-8 “yes” = “Super Supervision” 5-6 “yes” = “So-So Supervision” <5 “yes” = “Improvement Needed” # Yes______ 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