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Addressing Bullying Behavior W/in a PBIS Framework. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut October 6, 2011 www.pbis.org www.cber.org. PURPOSE

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addressing bullying behavior w in a pbis framework

Addressing Bullying Behavior W/in a PBIS Framework

George Sugai

OSEP Center on PBIS

Center for Behavioral Education & Research

University of Connecticut

October 6, 2011

www.pbis.orgwww.cber.org

slide2

PURPOSE

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

program materials
Program Materials
  • Total programs identified = 51
  • Total programs reviewed = 44
    • Program materials non-English = 6
    • Manual for purchase only = 1
preliminary results key groups
Preliminary Results – Key Groups

* 33 (75%) of programs required curriculum implementation

slide16

SWPBS:

Basics

slide18

Reducing

Bullying

RtI

slide19

23

Continuum of Support for ALL

Few

Some

All

Dec 7, 2007

slide20

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

slide21

23

RTI

Continuum of Support for ALL

Few

Some

All

Dec 7, 2007

slide22

Continuum of Support for “Manuella”

Physical Intimidation

Harassment

Literacy

Social Studies

Adult Relations.

Computer Lab

Attendance

Label behavior…not people

Dec 7, 2007

slide23

Integrated

Elements

Supporting Social Competence &

Academic Achievement

OUTCOMES

Supporting

Decision

Making

Supporting

Staff Behavior

DATA

SYSTEMS

“BULLY BEHAVIOR”

PRACTICES

Supporting

Student Behavior

slide28

Victim attention

  • Bystander attention
  • Self-delivered praise
  • Tangible access
slide29

PREVENTION

De-emphasis on adding consequence for problem behavior

slide30

Target

Initiator

Context

or

Setting

Continuum of Behavior Fluency

Staff

Bystander

slide35

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
slide36

MUST…..

  • Be easy & do-able by all
  • Be contextually relevant
  • Result in early disengagement
  • Increase predictability
  • Be pre-emptive
  • Be teachable
  • Be brief
slide38

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%

39

School Days

slide39

22% decrease

21% increase

Scott Ross, University of Oregon

40

BP-PBS, Scott Ross