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SWPBS: Reducing Effectiveness of Bullying Behavior. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut February 28, 2011 www.pbis.org www.cber.org www.swis. org. PURPOSE
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SWPBS: Reducing Effectiveness of Bullying Behavior George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut February 28, 2011 www.pbis.orgwww.cber.orgwww.swis.org
PURPOSE To improve our understanding of & responding to bullying behavior from perspective of school-wide positive behavior support. • SWPBS Basics • Bullying behavior in SWPBS • Strategies
SWPBS: Basics
RtI Reducing Bullying
23 Continuum of Support for ALL Few Some All Dec 7, 2007
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
Continuum of Support for “Manuella” Physical Intimidation Harassment Literacy Social Studies Adult Relations. Computer Lab Attendance Label behavior…not people Dec 7, 2007
Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS “BULLY BEHAVIOR” PRACTICES Supporting Student Behavior
Reconceptualizing Bullying from Behavior Analytic Perspective for SWPBS
Victim attention • Bystander attention • Self-delivered praise • Tangible access
PREVENTION De-emphasis on adding consequence for problem behavior
Target Initiator Context or Setting Continuum of Behavior Fluency Staff Bystander
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
MUST….. • Be easy & do-able by all • Be contextually relevant • Result in early disengagement • Increase predictability • Be pre-emptive • Be teachable • Be brief