Bullyproofing and PBIS: Part II

1. Bullyproofing and PBIS: Part II Teri Lewis Oregon State University

2. Review: Goal • Present information on intervention • Link bullyprofing and PBIS

3. Review: Bullyproofing Options • Prevent bullying - Universal • Reduce bullying - Individual

4. Intervention • Primary • Reduce new cases of problem behavior • Secondary • Reduce current cases of problem behavior • Tertiary • Reduce complications, intensity, severity of current cases

5. Academic Systems Behavioral Systems • 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 Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

6. 2001 Surgeon General’s Report • Number of assaults & other antisocial behavior are increasing • Risk factors • Antisocial peer networks • Reinforced deviancy

7. 2001 Surgeon General’s Report on Youth Violence: Recommendations • Establish “intolerant attitude toward deviance” • Break up antisocial networks…change social context • Improve parent effectiveness • Increase “commitment to school” • Increase academic success • Create positive school climates • Teach & encourage individual skills & competence

8. Responses to Antisocial Behavior • Reviews of over 500 studies indicate that the least effective responses to school violence are • Punishment • Counseling • Psychotherapy

9. Exclusion is the most common response for conduct disordered youth (Lane & Murakami, 1987) • Punishing problem behaviors without a school-wide system of support is associated with increased (a) aggression, (b) vandalism, (c truancy, (d) tardiness, and (e) dropping out (Mayer, 1995; Mayer & Sulzer-Azaroff, 1991)

10. The most effective responses educators can make to school violence include • Social skills instruction • Behaviorally based interventions • Academic interventions

11. Summary- Effective Bullyproofing • Involve all staff, students, family and even community • Focus on both prevention (SW) and intervention (function-based) • Embed w/i existing curriculum, etc. • Adapt to fit context/culture • Sustain - no quick fixes

12. What Works? Effective Approaches • Social skills training • Skill v. performance deficit • Incorporated across day/life • Social behavioral interventions • Functional behavior assessment based • Teach alternative skills (e.g., self-management)

13. Academic/curricular restructuring • Academic & behavior relationship • Systems approach • Create supportive school environment • Community/home interventions • Wrap-around

14. Process for Identifying Students • Establish Behavior Support Team to guide/lead process. • Secure & establish behavioral competence within school. • Develop three level system of school-wide behavior support: • Universal Interventions • Targeted Group Interventions • Individual Interventions

15. Universal Interventions • School-wide discipline system for all students, staff, & settings that is effective for “80%” of students. • Clearly & positively stated expectations. • Procedures for teaching expectations. • Continuum of procedures for teaching expectations. • Continuum of procedures for encouraging expectations. • Continuum of procedures for discouraging rule violations. • Procedures for monitoring & modifying procedures.

16. Targeted Group Interventions • Specialized group administered system for students who display high-risk problem behavior & are unresponsive to universal interventions. • Functional assessment based intervention decisions. • Daily behavioral monitoring. • Regular & frequent opportunities for positive reinforcement. • Home-school connection. • Individualized academic accommodations for academic success. • Planned social skills instruction. • Behaviorally based interventions.

17. Individual Interventions • Specialized individually administered system for students who display most challenging problem behavior & are unresponsive to targeted group interventions. • Simple request for assistance. • Immediate response (24-48 hours). • Functional behavioral assessment-based behavior support planning. • Team-based problem solving process. • Data-based decision making. • Comprehensive service delivery derived from a wraparound process.

18. Establish data decision system for matching level of intervention to student. • Simple & direct request for assistance process for staff. • Data decision rule for requesting assistance based on number of major behavioral incidents.

19. Establish a continuous data-based system to monitor, evaluate, & improve effectiveness & efficiency. • Are students displaying improved behaviors? • Are staff implementing procedures with high fidelity? • What can be modified to improve outcomes? • What can be eliminated to improve efficiency?

20. Start FBA Process Conduct FBA High confidence in hypothesis? yes Develop BIP Satisfactory improvement in behavior? no Conduct full FA Monitor & modify BIP regularly Develop BIP

21. Activity: Systems • Begin developing a systems approach to identifying potential bullies • Screening (ODR, SSBD, Etc) • Teacher Request for Assistance • Meeting structure (when, where, what, who, how) • Quick assessment process

22. What is Function-based approach? • A systematic problem solving process for developing statements about factors that: • Contribute to the occurrence and maintenance of problem behavior, and • More importantly, serve as basis for developing proactive & comprehensive behavior support plans.

23. Purpose • Increase efficiency, relevance, & effectiveness of behavior support interventions. • Improve consistency with which behavior support plans are implemented. • Increase accountability (legal & professional)

24. Use when… • Students are not successful • Interventions need to be developed • Existing interventions need to made more effective and/or efficient

25. How do I know if I have enough information? • Description of problem behavior • Identification of conditions that predict when problem behavior will and will not occur • Identification of consequences that maintain problem behaviors (functions)

26. Summary statements or testable hypotheses that describe specific behavior, conditions, and reinforcers • Collection of direct observation data that support summary statements

27. When selecting a specific practice: • Base selection on student identified • What, when, where, & why • Adopt a function-based approach • Gain social or item/activity, escape social or demand, automatic

28. Choose the practice that is least intrusive yet effective • Balance • Begin where you will be successful • Match practice to context • Skills, resources, values, etc. • Match practice to systems level • SW - Setting - Group - Individual

29. Function of Behavior • Power, authority, control, intimidation, bullying, etc. are not functionsTwo basic research validated functions • Positive reinforcement (get/access) • Negative reinforcement (avoid/escape)

30. A Matter of Perspective • Always define the who and what you are interested in.

32. Why Function? • Understand the interaction from the students perspective • Know what skills to teach • Know how to modify the environment to: • Prevent (antecedents) • Increase appropriate (reinforcement) • Decrease inappropriate (punishment)

33. Activity • Moving to individual students • Identify a list of students who you believe may need support for bullying behavior • Choose one student and begin completing a brief behavioral assessment • Identify: • what (behaviors), • when (antecedents), • why (maintaining consequences) and • what make its worse (setting events).

34. Resources • safetyzone.org • bullying.org • dfes.gov.uk/bullying • PBIS.org • marylandPBIS.org • nmPBIS.org