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Expect Respect: Bully Prevention in Positive Behavior Support. Bruce Stiller, Ph.D. Anne Tomlanovich, M.S . It’s way past time…. 2. Adults only see the tip of the iceberg. Bullying & Harassment.

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Expect respect bully prevention in positive behavior support l.jpg

Expect Respect: Bully Prevention in Positive Behavior Support

Bruce Stiller, Ph.D.

Anne Tomlanovich, M.S.


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It’s way past time… Support

2

Scott Ross, University of Oregon


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Adults only see the tip of the iceberg. Support

Scott Ross, University of Oregon


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Bullying & Harassment Support

30% of youth in the United States are estimated to be involved in bullying as either a bully, a target.

Staff are likely to underestimate the extent of harassment and bullying. One study showed:

58% of students perceived teasing, spreading lies or rumors, or saying mean things to be problems.

Only 25% of teachers perceived these behaviors to be problems.

1Nansel et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.


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Literature Review of Existing Bully Prevention Programs Support

Outcomes less than ideal

Most show student knowledge of what to do improves, not that actual behavior changes)

Efficiency a major issue

Most do not target behavior of bystanders


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Core Features of Bully and Harassment Prevention in Positive Behavior Support

Remove the reinforcers that maintain socially aggressive behavior.

Impact Bystander behavior.

Teach all students to identify and label disrespectful behavior.

School-wide Stop Signal students can use to interrupt social aggression.


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What “Rewards” Bullying? Behavior Support

  • Attention from Bystanders (who may or may not be actually present)

  • Reactions from the Recipient

    • Laughing it off

    • Overreacting

  • Access to items - tangibles; activities


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A Comprehensive Bully Prevention Model Behavior Support

Individual Student Supports

Bully

Victim

Teach

All Students

Practice

With

Some

Students

Support

Staff

Implement

School-wide Behavioral Expectations

Bully Prevention

Collect and use data for decision-making

8

Scott Ross, University of Oregon

Scott Ross, University of Oregon


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Stop Behavior Support

Talk

&

Walk

Scott Ross, University of Oregon


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No means no. The rule is: If someone asks you to stop, you stop.

Scott Ross, University of Oregon


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Stop/Walk/Talk Program you stop.

One Primary Lesson -- 50 minutes -- delivered to all students the same day

Class discussion of disrespectful behavior

Introduction of Stop Signal

Role Playing

Follow Up Lessons as needed

Gossip; Rumor Spreading

Exclusion

Cyberbullying

Coaching from supervisory personnel is ongoing and critical


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Adult Coaching: Accepting Reports you stop.

When problem behavior is reported, adults follow a specific response:

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 problem still happening?

Assess severity of the incident

Assess likelihood of retaliation

Devise Safety Plan if needed

Ask the Student if he/she Used the Stop Signal -- Coach as needed


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Data you stop.

  • Direct Observation

  • Office Discipline Referral Data

  • Student Survey Data


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1.88 you stop.

.88

3.14

Baseline

Acquisition

Full BP-PBS Implementation

Rob

School 1

Number of Incidents of Bullying Behavior

Bruce

Cindy

School 2

Scott

Anne

School 3

Ken

72%

14

Scott Ross, University of Oregon

School Days


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22% decrease you stop.

21% increase

15

Scott Ross, University of Oregon

BP-PBS, Scott Ross


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Fidelity Study - Spring 2009 you stop.

Fidelity Study Spring 2009 included playground observations; interviews with students and staff; and student focus groups

Fidelity Study completed in a 4J elementary school -- one of the schools most invested in Stop/Walk/Talk

Results:

Students had learned the expected behaviors and could tell researchers what they were supposed to do

Adults couldn’t remember all of the coaching steps

Students complained that the adults weren’t listening to them


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Expect Respect you stop.

  • Critical Features of Expect Respect

    • Student Driven (it won’t happen if it’s not)

    • Removal of Social Reinforcers

    • Empowering Students -- How to interrupt socially aggressive behavior

    • Impact Bystander Behavior


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What Reinforces Bullying? you stop.

Attention from Bystanders (who may or may not be actually present)

  • Reactions from the Recipient

    • Laughing it off

    • Overreacting

Access to items


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Expect Respect: Creating the Curriculum you stop.

8 contacts with students throughout the year

4 Adult-lead Lessons: Mix of discussion and experiential lessons (Similations; You-Tube vignettes;)

4 Student forums: All students invited, open forum with a lesson or topic for discussion, “take-away” point to share with classes

School-Wide Initiative


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Roles you stop.

Students

Teachers

Support staff

Admin

Learn the program and reinforce the program

Support the staff and students and reinforce the program

Support and reinforce the program

Teach and reinforce the program


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Expect Respect has three main parts you stop.

Teach the Adults

2. Taking Reports

3. Teach the students


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Coaching Steps you stop.

1. Active Listening/Reflective statements

2. Next Steps/Take the Report


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Lesson Plans you stop.

  • Discussion

  • Getting on the bus

  • 3. Youtube

  • 4. Safety plan


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September & October you stop.

Lessons 1 - 4

Regular check-ins with staff

November

Student Forum

Report out to student body & staff

December - May

Student Forums

Report out to student body & staff

June

School-wide event to celebrate Expect Respect

Timeline


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Contact Information you stop.


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