Using the PBIS (with a brief overview of PBIS) Framework to Prevent Bullying Behavior

1. Adapted and Borrowed from the IL PBIS Network Summer Leadership Conference Aug 1-2, 2012 & Other PBIS Presentations Using the PBIS (with a brief overview of PBIS) Framework to Prevent Bullying Behavior

2. Presentation Overview By the end of the overview, you will be able to: • Understand the basics of PBIS implementation • Define bullying behaviors • Identify ineffective practices in current bullying prevention programs • Identify core features of effective bullying prevention, and how they fit within the PBIS framework (STOP WALK TALK)

3. What is PBIS? • Proactive approach • Establishes behavioral supports • Develops social culture • Supports all students socially, emotionally, academically • Three-tiered system of support

4. Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

5. Three Tiers of PBIS Universal Level-Tier 1 • All students are taught and practice expected behaviors • Expected behaviors are reinforced • Expected behaviors are re-taught as needed Some Students Need More Tier 2 – Targeted Interventions Tier 3 – Intensive or Individualized Interventions

6. The Logic: Why invest in Bullying Prevention? • The National School Safety Center (NSSC) called bullying the most enduring and underrated problem in U.S. schools. (Beale, 2001) • Victims and perpetrators of bullying are more likely to skip and/or drop out of school. (Berthold & Hoover, 2000; Neary & Joseph, 1994) • 84.6% of LGBT students reported being verbally harassed, 40.1% reported being physically harassed and 18.8% reported being physically assaulted at school in the past year because of their sexual orientation GLSEN, 2009) • Nearly 30 percent of students have reported being involved in bullying as either a perpetrator or a victim (Cook, Williams, Guerra, & Kim, 2010; Nansel, et al., 2001; Swearer & Espelage, 2004) • Victims and perpetrators of bullying are more likely to suffer from underachievement and sub-potential performance in employment settings. (Carney & Merrell, 2001; NSSC, 1995) • Students on the autism spectrum are more likely to be victimized than their non-disabled peers • (Little, 2002) • 40-60% of students with intellectual disabilities report being bullied. But not at a level of intensity or chronicity that differs from typically developing adolescent ( Christensen, Fraynt, Neece & Baker, 2012)

7. What is Bullying? “Bullying” is repeated aggression, harassment, threats or intimidation when one person has greater status or power than the another. Bullying is behavior,not a trait, or diagnosis, or a person. \

8. What Does it Look Like? • Physical aggression • Repeated acts of isolation • Name calling (discrimination, etc.) • Cyber bullying • Rumors • Threats

9. What Reinforces Bullying? What rewards Bullying Behavior? • Likely many different rewards are effective • Most common are: • Attention from bystanders • Attention and reaction of “victim” • Self-delivered praise • Obtaining objects (food, clothing) • Bullying is seldom maintained by feedback from adults Scott Ross, University of Oregon

10. Research Summary:Practices that do NOT Work Well • Profiling approaches • Zero tolerance policies • Suspensions/Punitive disciplinary approaches • Peer mediation • Stand alone curriculum • Bullying groups • Motivational Speakers, • Anti-Bully posters/Campaigns • Labeling students

11. Research Summary: Problems with current Bullying Prevention programs • Problem #1: Many bullying prevention programs focus on only the bully and the victim • Problem #2: Inadvertent “teaching of bullying” with possible contraindicated practices • Problem #3: Blame the bully • Problem #4: Ignore role of “bystanders” • Problem #5: Initial effects gained without sustained impact • Problem #6: Expensive effort

12. Prevention of Bullying Behavior Involves Both: teaching all students the skills needed to meet their social needs without bullying, and changing aspects of the school culture that may promote aggressive behavior …two components that are often lacking in typical anti-bullying programs (Olweus, 2003).

13. Core Elements of an Effective Bullying Prevention Effort: • Bullying prevention that is efficient and “fits” WITHIN existing behavior support efforts • BullyingPREVENTION; not just remediation • Bullying prevention within a SYSTEMS APPROACH that help to make the program sustainable.

14. Six Features of PBIS that Contribute to Effective Application of Bullying Prevention: • Instructional principles to teach expected behaviors • Monitoring and acknowledgement • Instruction and pre-correction • Correction of problem behaviors • Collection and use of information • Team

15. Fully Implementing IL PBIS Schools Have Fewer ODRs related to Bullying Behavior • Disrespect • Harassment • Fighting • Aggression • A strong foundation for installing Bulling Prevention

16. Average ODRs for ‘Bullying’ BehaviorsComparison of Fully & Partially Implementing IL PBIS Schools 43% Difference 2009-10

17. STOP • WALK • TALK

18. Implementing Bullying Prevention: steps for Staff and Students • Step 1: Teach Respect School-wide • Step 2:Select a stop signal • Step 3:Train the staff • Step 4: Orient then Train all students in the skills/routines (confirm with practice) • Stop • Walk • Talk/Recruiting Help

19. Stop Routine If you encounter behavior that is NOT respectful Stop -------- Walk -------- Talk Say and Show “STOP” Walk Away Talk to an Adult

20. Recruiting Help Routine: Teach walk/talk • Walk Away: • Remember that walking away removes the attention for problem behavior • Encourage students to support one another when they use the appropriate Stop  Walk  Talk response • Talk

21. Stopping Routine • Eventually, every student will be told to stop. When this happens, they should do the following things • Stop what you are doing • Take a deep breath • Go about your day (“no big deal”) • These steps should be followed even when you don’t agree with the “stop” message.

22. Bystander Stop Routine • Remember: Even if all you do is “watch” a bad situation, you are providing attention that rewards disrespectful behavior. • If you see someone else being treated disrespectfully: • Say and show “stop” to the person being disrespectful • Offer to take the other person away for a little bit. • If they do not want to go, that is okay…just walk away.

23. For Faculty/Staff: Core Features of an Effective Bullying Prevention Effort • Agreement on logic/need for bullying prevention effort • Strategy for teaching students core skills • Strategy for follow-up and consistency in responding • Clear data collection and data use process • Advanced support options • Plan for effective implementation of bullying prevention.

24. Faculty Response Procedure When any problem behavior is reported, adults follow a specific response sequence: Ensure the student’s safety. Determine if “stop” response was used Determine if “stop” response was followed As needed, re-teach the responses to all students involved

25. Build your BP curriculum and teaching plans • Use National PBIS Center’s BP-PBIS Curriculum: • Ross, S., Horner, R., & Stiller, B. (2008). Bully prevention in positive behavior support in Elementary Schools/Middle Schools. OSEP Center on Positive Behavioral Interventions and Supports. Eugene, OR. Available at: www.pbisillinois.org/curriculum/bullying • MS/HS: National PBIS Center’s Expect Respect curriculum • Current draft is in research phase, anticipated availability Sept 2012 • Develop your own behavioral lesson plans Scott Ross, University of Oregon

26. Additional Research Espelage, D. L., & Swearer, S. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School Psychology Review. 23(3). 365-383. Good, C. McIntosh, K., & Gietz, C. (2011). Integrating bullying prevention into school-wide positive behavior support. Teaching Exceptional Children. 44 (1). 48-56. Illinois PBIS Network (2010). Technical assistance brief: effective bulling prevention (BP) within a school-wide system of positive behavior interventions & supports. Retrieved from www.pbisillinois.org/curriculum/bullying Mayer, M.J. (2008). Fact Sheet #1: Overview of school violence prevention. Retrieved from Consortium to Prevent School Violence website Ross, S., Horner, R., & Stiller, B. (2008). Bully prevention in positive behavior support in Elementary Schools/Middle Schools. OSEP Center on Positive Behavioral Interventions and Supports. Eugene, OR. Sugai, G., & Horner, R. (2011). Reducing the effectiveness of bullying behavior in schools. OSEP Center on Positive Behavioral Interventions and Supports website. Eugene, OR.

27. BP Resources • Illinois PBIS Network’s Bullying Prevention Webpage: www.pbisillinois.org/curriculum/bullying • Curriculum: • Bullying Prevention in PBIS for Elementary Schools: National Center on PBIS, 2008 • Bulling Prevention in PBIS for Middle Schools: National Center on PBIS, 2008. • BP Planning Guide • Expect Respect Curriculum for MS/HS: National Center on PBIS, anticipated Sept 2012 (check back on website) • Surveys, Assessment Tools, and Guides: • Student Climate Survey • Staff BP Implementation Survey • BP Planning Guide * • Technical Assistance Brief: • Effective Bulling Prevention (BP) within a School-wide System of Positive Behavior Interventions & Supports (PBIS): Illinois PBIS Network, Dec 2010.