SWPBS: Reducing Effectiveness of Bullying Behavior

1. SWPBS: Reducing Effectiveness of Bullying Behavior Dan Maggin & George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut April 26, 2011 www.pbis.orgwww.cber.org

2. PURPOSE To improve our understanding of & responding to bullying behavior from perspective of school-wide positive behavior support.

5. Bullying Program Component Review Purpose

6. Search Methodology (Independent Coders)

7. Inclusion Criteria

8. Main Program Questions

9. Program Materials • Total programs identified = 51 • Total programs reviewed = 44 • Program materials non-English = 6 • Manual for purchase only = 1

10. Preliminary Results – Key Groups * 33 (75.00%) of programs required curriculum implementation

11. Examples of NonobservableBehaviors for Initiators

12. Preliminary Results – Systems Logic

13. Preliminary Results -- RTI

14. Preliminary Conclusions

15. SWPBS: Basics

16. SWPBS is

18. Reducing Bullying RtI

19. 23 Continuum of Support for ALL Few Some All Dec 7, 2007

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

21. 23 RTI Continuum of Support for ALL Few Some All Dec 7, 2007

22. Continuum of Support for “Manuella” Physical Intimidation Harassment Literacy Social Studies Adult Relations. Computer Lab Attendance Label behavior…not people Dec 7, 2007

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

24. SWPBS look at bullying behavior

26. Our Starting Point

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

29. PREVENTION De-emphasis on adding consequence for problem behavior

30. Target Initiator Context or Setting Continuum of Behavior Fluency Staff Bystander

31. Is Behavior an Issue?

32. Reconceptualizing Bullying from Behavior Analytic Perspective for SWPBS

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

34. 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 • Individualize for non-responsive behavior • Invest in positive school-wide culture

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

36. www.pbis.org

37. 1.88 .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 Scott Ross, University of Oregon 72% 37 School Days

38. 22% decrease 21% increase Scott Ross, University of Oregon 38 BP-PBS, Scott Ross

39. 2. Precorrect

40. Allday & Pakurar (2007)

42. Non-Classroom Management: Self-Assessment

45. PBIS Prevention Goals & Bullying Behavior

46. George.sugai@uconn.edu Dan.maggin@uconn.edu Robh@uoregon.edu pbis.orgswis.orgcber.org