Using the PBIS Framework to Prevent Bullying Behavior

1. Using the PBIS Framework to Prevent Bullying Behavior Illinois School Mental Health Conference  June 26-27, 2012 Lisa Boyd, Resource Teacher, Sandburg Elementary, SPS186 Brian C. MeyerOperations Director, IL PBIS Network Cindy Martsch, Internal Coach, Sandburg Elementary, SPS186

2. Session Outcomes Session Description: • This session will provide research, systems, and examples of implementing effective and sustaining bullying prevention within a school-wide system of multi-tiered supports. A systems framework, redefinition of the bullying construct, and explicit social skills instruction, will be emphasized to focus the social attention among students on building an appropriate and positive school climate. By the end of the overview, you will be able to: • 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 • Know the student routines and staff supports needed for effective bullying prevention.

3. First, is there a need for bullying prevention in your school or district?If so, how do we build the necessary systems to support bully prevention efforts?

4. 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) • 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 skip and/or drop out of school. (Berthold & Hoover, 2000; Neary & Joseph, 1994) • Victims and perpetrators of bullying are more likely to suffer from underachievement and sub-potential performance in employment settings. (Carney & Merrell, 2001; NSSC, 1995) • 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) • 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)

5. 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.

6. What is Bullying? “Bullying” is repeated aggression, harassment, threats or intimidation when one person has greater status or power than the another. What Does it Look Like? • Physical aggression • Repeated acts of isolation • Name calling • Cyber bullying • Rumors • Threats • Comments about race, gender, socio-economic status, disability, sexual orientation “Not stopping a repeated pattern of behavior that has been addressed” - Carla Lasley, Principal Grant Middle School, Grant SD110

7. What Reinforces Bullying? • Bullying is behavior, not a trait, or diagnosis, or a person. “Always with the ‘ing” • 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

8. Research SummaryWhat DOES NOT Work Well: • Profiling approaches to identify potentially dangerous students don’t work and hurt innocent students • Zero tolerance policies do very little to prevent or reduce school violence • Repeated suspensions of students with behavior problems does little to change anti-social behaviors and often accelerates a negative cycle of school failure and delinquency • Primarily punitive disciplinary approaches that neither teach nor reinforce appropriate behavior are not very effective at changing student behavior • Stand alone curriculum does not sustain, and difficult to implement • Bullying groups/ Group counseling • Motivational Speakers, regardless of how funny we are, or the emotions we invoke • Bully posters/ Campaigns reinforce the anti-social behavior • Labeling students and attempting to punish can increase bullying • Peer mediation • Bullying labels and language/ Teaching students how NOT to bully

9. Research Summary: Common Elements of an Ineffective Bullying Prevention Effort: • Problem #1: Many bullying prevention programs focus on only the bully and the victim • Ignores the role of the bystander • not enough attention on ALL kids • Problem #2: Inadvertent “teaching of bullying” with possible contraindicated practices • Labeling behavior as bullying rather than being disrespectful; peer mediation; certain “counseling” groups; anti-bullying posters or pledges, etc. • Problem #3: Blame the bully • Labeling kids • Over-emphasis on student ‘responsibility’ for change • Problem #4: Ignore role of “bystanders” • Fails to address the social attention given by bystanders that reinforces the bullying behavior (cheering, gathering, watching) • Problem #5: Initial effects gained without sustained impact • Non-data based decisions & interventions, generic intervention responses, • Do not scale, sustain, and/or generalize – most gone 2 years after implementation • Problem #6: Expensive effort

10. Core Elements of an Effective Bullying Prevention Effort: • Bullying prevention that is efficient and “fits” WITHIN existing behavior support efforts • Bullying PREVENTION; not just remediation • Early intervention. Teach pro-social school-wide expectations. Address multiple levels of the student’s ecology (school, peer, family) • Bullying prevention within a SYSTEMS APPROACH that help to make the program sustainable. • Tiered Supports. Consistent reinforcement. Data-based decision making.

11. School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students-SYSTEMIC • Preventive, proactive • Data, Systems, Practices • Faculty implementation • Student use of BP • Decision rules for Tier 2/3 supports Bullying Prevention starts here Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

12. Six Features of PBIS that Contribute to Effective Application of Bullying Prevention: • The use of evidence based instructional principles to teach expected behaviorsto all students. (Behavioral lesson plans from Matrix) • The monitoring and acknowledgement of students for engaging in appropriate behavior. (Three tiers of acknowledgements: high-frequency, intermittent, long term) • Specific instruction and pre-correctionto prevent bullying behavior from being rewarded by victims or bystanders. (Direct instruction of school-wide expectations) • The correction of problem behaviors using a consistently administered continuum of consequences. (T-Chart) • The collection and use of information about student behavior to evaluate and guide decision making. (Data) • The establishment of a teamthat develops, implements, and manages. (Universal Team)

13. A three part approach to school-wide Bullying Prevention Establish a whole-school social culture where positive behavior is “expected” and rewards for bullying are NOT provided. Provide training and support for adults to (a) train, (b) precorrect, and (c) provide consequences for bullying Provide direct, individualized support for students who engage in “bullying” or “victim” behaviors.

14. Implementing Bullying Prevention: 3 Phases for Students • Step 1: Teach Respect School-wide • Step 2: Build consensus for preventing bullying • Step 3: Select a stop signal • Step 4: Orient then Train all students in four skills/routines (Stop, Bystander Stop, Stopping, Recruiting Help) Exploration Installation Implementation

15. Students: Step 2Building Consensus • Collect student climate survey data • Is relational aggression perceived as a problem? • Hold student Forums for MS/HS • Different formats possible • Share results with whole student-body Scott Ross, University of Oregon

16. Students: Step 2Building Consensus Student Climate Survey In your school: DISAGREE…………AGREE 1. You feel safe. 1 2 3 4 5 2. Other students treat you respectfully? 1 2 3 4 5 3. You treat other students respectfully? 1 2 3 4 5 4. Adults treat you respectfully? 1 2 3 4 5 5. You treat adults in your school respectfully. 1 2 3 4 5 In the past week: 6. Has anyone treated you disrespectfully? 1 2 3 4 5 7. Have you asked someone to “stop?” 1 2 3 4 5 8. Has anyone asked you to “stop?” 1 2 3 4 5 9. Have you seen someone else treated disrespectfully? 1 2 3 4 5

17. Students: Step 3Selecting a Stop signal • “Stop” signal selected • For MS/HS: Use data and input from Student Forum to develop socially acceptable and effective “stop” signal • Example: • If someone is directing problem behavior to you, ask them to “stop.” • Gesture and word • Review how the stop signal should look and sound • Firm hand signal • Clear voice • Review how the stop signal should not look

18. Example “Stop Signal” • If someone is directing problem behavior to you, ask them them to “stop.” • Gesture and word • Review how the stop signal should look and sound • Firm hand signal • Clear voice

19. Students: Step 4Teach Student Skills, Practice Five Student Skills to Demonstrate and Practice (in groups of three, students should practice each skill at least 3-5 times) • School-wide behavioral expectation: Understanding respect, know what it means to be “respectful” • Stop Routine: when faced with disrespectful behavior • Bystander Stop Routine: when observing disrespectful behavior • Stopping Routine: if someone tells you to “stop” • Recruiting Help Routine: to recruit adult help if you feel unsafe.

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

21. 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.

22. 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.

23. Recruiting Help Routine: • Walk Away: Sometimes, even when students tell others to “stop”, problem behavior will continue. When this happens, students are to "walk away" from the problem behavior. • 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: If a behavior continues after a student walks away, the student should talk to an adult.

24. 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.

25. Implementing Bullying Prevention: 4 Phases for STAFF Exploration Installation Implementation Full Implementation • Step 1: Review and monitor data • Step 2: Train Tier 1 team • Step 3: Faculty orientation; logic; response procedures • Step 4: Stop signal agreement • Step 5: Build lesson plans; teach; schedule boosters • Step 6: Use and review data; build coaching capacity

26. Staff: Step 5Implementation

27. Staff: Step 5Build 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

28. Staff: Step 6 (Full Implementation)Use and review data; build coaching and training capacity Monitor fidelity and impact (Tier 1 monthly team meeting): • Whole building data: SWIS/ODR’s • Process data: • Data before and after initial implementation, then boosters • Student Climate Survey (as needed) Scott Ross, University of Oregon

29. Results

30. Research Example Good, McIntosh, Poirier, (2011) After initial implementation of SWPBS in the 2007-08 school year, a middle school of 500 students in Canada embedded BP-PBS during the 2008-09 school year.  Out of school suspensions dropped approximately 65% after implementing SWPBS; After implementing BP-PBS, office discipline referrals for the school year for bullying decreased by approximately 41%.

31. Number of ODRs for bullying behavior per month pre- and post-implementation of the BP-PBS program

32. Pilot Study in Elementary School in Oregon • Ten minute observations were conducted on three students as selected by the principal, along with a composite peer during lunch recess to evaluate the effectiveness of the program. • Results indicated a significant reduction in problem behavior after the intervention was delivered (55-69% reduction). • In addition, other students on the playground were significantly more likely to respond appropriately when they were bullied.

33. 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 72% 48 School Days

34. 22% decrease 21% increase 49 BP-PBS, Scott Ross

35. District-wide Effort Reduces Bullying Behavior Across Middle Schools • Matthews and Wauconda Middle Schools, SD 118are using the PBIS framework to address bullying prevention (BP) with promising results. • BP implementation started in January 2012. Comparing Jan.-Mar. 2011 to the same time period in 2012, ODRs for bullying related behaviors decreased by 73% at Matthews and by 22% at Wauconda. Matthews in particular has seen a reduction in ODRs per 100 students per day for bullying related behaviors, from 0.25 in Sep. 2011 to 0.07 in Mar. 2012. • The district is continuing with its BP plan by expanding to elementary schools next year.

36. Wauconda Middle Schools’ ODRs for Bullying Related Behaviors # ODRs for Bullying Behaviors

37. 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 • 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.