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This article discusses the importance of bullying prevention efforts in schools, the definition of bullying according to Texas state law, and what we already know about bullying behavior, classroom management, and steps in preventing bullying behavior. It also emphasizes the need for teaching common strategies to all students, precorrecting and actively supervising, reinforcing taught skills, and taking data to evaluate effectiveness. Additionally, it highlights the importance of supporting bullying prevention efforts through training for staff and providing support to students at high risk for involvement in bullying interactions.
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What we already know about “bullying” • Schools have ramped up “prevention” efforts in light of societal concerns. • Bullying is considered a national crisis. • All states have laws about addressing bullying with students in schools.
From the Texas state law: Sec. 37.0832. BULLYING PREVENTION POLICIES AND PROCEDURES. (a) In this section, "bullying" means, subject to Subsection (b), engaging in written or verbal expression, expression through electronic means, or physical conduct that occurs on school property, at a school-sponsored or school-related activity, or in a vehicle operated by the district and that: (1) has the effect or will have the effect of physically harming a student, damaging a student's property, or placing a student in reasonable fear of harm to the student's person or of damage to the student's property; or (2) is sufficiently severe, persistent, and pervasive enough that the action or threat creates an intimidating, threatening, or abusive educational environment for a student. (b) Conduct described by Subsection (a) is considered bullying if that conduct: (1) exploits an imbalance of power between the student perpetrator and the student victim through written or verbal expression or physical conduct; and (2) interferes with a student's education or substantially disrupts the operation of a school.
What do we already know about behavior? • Behavior is learned. • Behavior is predictable. • Behavior serves one of two functions: • To get/obtain something • To escape/avoid something • How does this apply to bullying behavior?
Function of bullying behavior • What usually “maintains” bullying behavior (i.e., what is reinforcing that behavior)? • Social attention • Social recognition • Social status • Access to physical items/preferred activities • Bullying behavior is seldom reinforced by adult attention.
What do we already knowabout classroom management? • Classroom management is proactive. • Classroom expectations should include language like “be respectful” or “be safe.” • We actively teach our expectations to students. • How does this apply to bullying behavior?
Preventing bullying • All “bully-proofing” skills are more effective if you have first established a set of positive classwide (or schoolwide) behavioral expectations. • Educators must be careful not to turn “bully prevention” into “bully training.” • How might this happen?
Steps in preventing bullying behavior • Teach common strategies to all. • Precorrect before, during, and after. • Actively supervise. • Reinforce taught skills. • Take data and evaluate effectiveness. Ross & Horner, 2009
1. Teach common strategies to all. • The strategies must: • Be easy and doable by all members of the community • Be contextually relevant • Result in early disengagement • Increase predictability • Be preemptive • Be teachable • Be brief Ross & Horner, 2009
Common strategies • Teach skills to prevent bullying behavior: • If someone directs a problem behavior toward you • If you see others receive problem behavior • If someone tells you to stop • We teach what to do if you experience nonrespectful behavior: • Say, “Stop.” • Walk away. • Get help. Ross & Horner, 2009
2. Precorrect before, during, and after. • Analyze problem setting. • Reteach. • Anticipate, remind, and practice. • Replace triggers and “maintainers.” • Reinforce desired behaviors. Ross & Horner, 2009
3. Actively supervise. • Move around. • Scan. • Interact positively with students. • Model expectations. • Reward appropriate behavior. • Remind and precorrect. Ross & Horner, 2009
4. Reinforce taught skills. • Be specific with language. • Be informative with language. • Give frequent reinforcement for using taught skills. • Use effective reinforcers. • Ensure that your reinforcers are contextually relevant. • Be sincere in your verbal acknowledgment. Ross & Horner, 2009
5. Take data and evaluate effectiveness. • Use your data to make decisions. • What data sources might you have? • Follow a process. • Specify or define the need. • Select an evidence-based solution. • Ensure implementation fidelity. • Monitor progress. • Improve implementation. Ross & Horner, 2009
Supporting bullying prevention efforts • All students receive the primary level of prevention: • What to do if someone tells you to stop • What to do if you see someone else receiving disrespectful behavior • All staff receive training in how to respond to student behavior and how to reinforce use of “stop” and “walk” behaviors. • Students who are at high risk for involvement in bullying interactions: • Those likely to perpetrate disrespectful (i.e., “bullying”) behavior • Those likely to receive that disrespectful behavior Ross & Horner, 2009
Preventing bullying behavior:Summary • Have a proactive approach to bullying behavior. • Teach students how to respond to behavior that is not respectful. • Provide extra review and precorrection for students with more extensive needs. • Provide support and training for adults. • Collect data and use those data to make decisions.
