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SWPBS: Preventing & Reducing Effectiveness of Bullying Behavior

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. PURPOSE

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SWPBS: Preventing & Reducing Effectiveness of Bullying Behavior

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  1. 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.orgwww.cber.orgwww.swis.org

  2. PURPOSE To improve our understanding of & responding to bullying behavior from perspective of school-wide positive behavior support. • Re/over-view of SWPBS • Bullying behavior in SWPBS • Strategies

  3. SWPBS: Re/over-view

  4. 8 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)

  5. SWPBS is

  6. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS “BULLY BEHAVIOR” PRACTICES Supporting Student Behavior

  7. 17 SWPBS Practices School-wide Classroom Family Non-classroom • Smallest # • Evidence-based • Biggest, durable effect Student

  8. “Is SWPBS evidence-based 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

  9. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings 23 ALL ~80% of Students

  10. RtI

  11. Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Responsiveness to Intervention Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Circa 1996

  12. 23 Behavior Continuum Academic Continuum RTI Integrated Continuum Mar 10 2010

  13. 23 RTI Continuum of Support for ALL Few Some All Dec 7, 2007

  14. Continuum of Support for ALL Math Science Spanish Reading Soc skills Soc Studies Basketball Label behavior…not people Dec 7, 2007

  15. Continuum of Support for ALL Anger man. Prob Sol. Ind. play Adult rel. Attend. Coop play Peer interac Label behavior…not people Dec 7, 2007

  16. SWPBS look at bullying behavior

  17. Doesn’t Work Works • Label student • Exclude student • Blame family • Punish student • Assign restitution • Ask for apology • Teach targeted social skills • Reward social skills • Teach all • Individual for non-responsive behavior • Invest in positive school-wide culture

  18. Is Behavior an Issue?

  19. Mean % Students 2009-2010 Majors Only Most are responsive…but some need a bit more. 9% 19% 24% 18% 91% 81% 76% 82% N = 2565 713 266 474

  20. And we know who they are! Mean % ODRs 2009-2010 Majors Only 74% 82% 84% 79% 18% Students: 9% 19% 24%

  21. K-6 Problem Behavior ODR Aggression-fighting & disrespect

  22. 6-9 Problem Behavior ODR Disrespect

  23. 9-12 Problem Behavior ODR Disrespect + tardy, skip, truant

  24. Victim attention • Bystander attention • Self-delivered praise • Tangible access

  25. PREVENTION

  26. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning ~5% ~15% • SECONDARY PREVENTION • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW & classroom discipline • Positive reinforcement • Effective instruction • Parent engagement • Active supervision ~80% of Students

  27. Three basic strategies….if you do nuthin’ else….

  28. MUST….. • Be easy & do-able by all • Be contextually relevant • Result in early disengagement • Increase predictability • Be pre-emptive • Be teachable • Be brief

  29. www.pbis.org

  30. 2. Precorrect

  31. Allday & Pakurar (2007)

  32. PBIS Prevention Goals & Bullying Behavior

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