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Multi-tiered Systems of Support & Bullying Behavior Phi Delta K appan - UConn. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut February 9 2012 www.pbis.org www.cber.org. PURPOSE

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multi tiered systems of support bullying behavior phi delta k appan uconn

Multi-tiered Systems of Support & Bullying BehaviorPhi Delta Kappan - UConn

George Sugai

OSEP Center on PBIS

Center for Behavioral Education & Research

University of Connecticut

February 9 2012

www.pbis.orgwww.cber.org

slide2

PURPOSE

To improve our understanding of & responding to bullying behavior from perspective of school-wide positive behavior support (multi-tiered support systems)

slide9

SWPBS:

Basics

slide11

Integrated

Elements

Supporting Social Competence &

Academic Achievement

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

“BULLY BEHAVIOR”

PRACTICES

Supporting

Student Behavior

slide12

Reducing

Bullying

RtI

slide14

23

Continuum of Support for ALL

Few

Some

All

Dec 7, 2007

slide15

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

slide16

23

Continuum of Support for ALL

Few

Some

All

Dec 7, 2007

slide17

Continuum of Support for “Manuella”

Physical Intimidation

Harassment

Literacy

Social Studies

Adult Relations.

Computer Lab

Attendance

Label behavior…not people

Dec 7, 2007

rct group design pbis studies
RCT & Group Design PBIS Studies
  • Reduced major disciplinary infractions
  • Improvements in academic achievement
  • Enhanced perception of organizational health & safety
  • Improved school climate
  • Reductions in teacher reported bullying behavior & peer rejection

Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw,C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial.

slide19

Maximum Student Benefits

Fixsen & Blase, 2009

slide20

Integrated

Elements

Supporting Social Competence &

Academic Achievement

OUTCOMES

ADD

15

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

PRACTICES

Supporting

Student Behavior

slide21

Basic “Logic”

DATA

SYSTEMS

ADD

PRACTICES

Implementation Fidelity

Maximum Student Outcomes

Training

+

Coaching

+

Evaluation

slide27

Victim attention

  • Bystander attention
  • Self-delivered praise
  • Tangible access
slide28

PREVENTION

De-emphasis on adding consequence for problem behavior

slide29

Target

Initiator

Context

or

Setting

Continuum of Behavior Fluency

Staff

Bystander

slide32

MUST…..

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