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Bullyproofing and PBIS

Bullyproofing and PBIS. Teri Lewis-Palmer University of Oregon. Goal. Discuss features of bullies and victims Present information on prevention and intervention (bullyproofing) Link bullyprofing and PBIS. Bullying Defined.

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Bullyproofing and PBIS

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  1. Bullyproofing and PBIS Teri Lewis-Palmer University of Oregon

  2. Goal • Discuss features of bullies and victims • Present information on prevention and intervention (bullyproofing) • Link bullyprofing and PBIS

  3. Bullying Defined • Behavior that is either physically or emotionally harmful (Fowler, 2004) • That in repeated and occurs over time (Hoover and Oliver, 1996) • Examples… taunting, name calling, threatening, hitting and other aggressive behavior

  4. Related Behaviors • Self-destructive (alcohol, tobacco) • Fighting and carrying weapons • Cheating and academic failure • Stealing, vandalism • Problems with school adjustment • Early dating & with likelihood of social/physical aggression toward partner

  5. Typical Victims • Different either because of: • Size and shape • Race • Ethnicity • Disability (physical and/or learning) • Sexual orientation

  6. Impact on Victims • Victimization correlated with loneliness and low self-esteem • Increased anxiety • However… don’t know if bullying caused traits of if having traits increased likelihood of being bullied

  7. Prevalence • 30% of students either bully, are bullied or both • 15% of students severely traumatized • 8% report being bullied at least weekly • 14% of 8th-12th and 22% of 4th-7th report that bullying impacts their ability to learn

  8. 160,000 students miss school because of bullying (Fried & Fried, 1996) • 7% of 8th graders stay home weekly to avoid bully (Banks, 2000) • About 2/3 of school shooters report feeling bullied (Bowman, 2000)

  9. However….(e,g., Skiba) • Students report that often teachers appear uninterested or that teachers do not take them seriously • Most bullying occurs away from adults

  10. Peer Involvement(e.g., Rigby & Bagshaw) • 40% of students believed that teacher were uninterested and • Were opposed to unsure about collaborating with adults

  11. Peer Role(Hawkins et al, 2001) • 88% of bullying episodes observed by peer • 19% of time peer intervene • 47% of intervention are aggressive • 57% of interventions are effective • Boys intervene more often than girls • Tend to intervene with same sex bully

  12. Limited Peer Interaction(Hawkins et al, 2001) • Unsure what to do • Fear retaliation • Concern that they will create bigger problem by intervening incorrectly

  13. Factors contributing to antisocial behaviors • School • Community • Home

  14. Home (e.g., Dishion & Patterson) • Inconsistent management • Reactive discipline • Lack of monitoring

  15. Community (e.g., Biglan) • Antisocial network of peers • Lack of prosocial engagements

  16. School (e.g., Mayer) • Reactive/punishing discipline approach • Lack of agreement about rules, expectations, & consequences • Lack of staff support • Failure to consider & accommodate individual differences • Academic failure

  17. Bullyproofing Options • Prevent bullying - Universal • Reduce bullying - Individual

  18. General Suggestions(e.g., DeRosier, 2004) • Whole school approach • Team based • Social skills • Peer involvement

  19. Typical Responses • First Steps - works well with kindergartners • Zero Tolerance - no evidence that these policies increase school safety (e.g., Skiba) • Packaged Programs - mixed results

  20. Limitations of Packages • Lack of support for teachers • Limited involvement of teachers in development and implementation • Seen as “add-on” to already full schedule • Not tailored to school environment

  21. What Works(e.g., Orpinas) • Change environment so that bullying is unacceptable • Acknowledge positive behaviors • Develop/revise policy • Gain commitment from all • Establish team that represents school • Identify values, rules & consequences • Teach student rules • Train and support teachers

  22. ReviewPBIS SW Model 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

  23. PBIS ReviewExpectations Defined • Purpose • Means of communication • Consistent communication • For all students, staff, and settings • Matrix • Guidelines • Keep to five or fewer • State positively • Use common and few words

  24. Teaching guidelines • Behavior management problems are instructional problems. • Process for teaching social behaviors & academic skills is fundamentally same. • Emphasis is on teaching functional & prosocial replacement behaviors. • Instructional supports are important.

  25. An Approach to Embedding Bully-proofing Strategies • What does not work • Identifying “Bullies” and excluding them from school • Pretending that Bully Behavior is the “fault” of the student/family • What does work • Define, teach and reward school-wide behavior expectations. • Teach all children to identify and label inappropriate behavior. • Teach all students a “stop signal” to give when they experience problem behavior. • What to do if you experience problem behavior • What to do if you see someone else in a problem situation • Teach all students what to do if someone delivers the “stop signal”

  26. Do not focus on “Bully” • Focus on appropriate behavior • What is the behavior you want • E,g., “Responsible”

  27. Teaching Social Responsibility • Teach school-wide expectations first • Be respectful • Be responsible • Be safe • Focus on “non-structured” settings • Cafeteria, Gym, Playground, Hallway, Bus Area • Use same teaching format • If someone directs problem behavior toward you. • If you see others receive problem behavior • If someone tells you to “stop”

  28. Teach students to identify problem behavior • The key is to focus on what is appropriate: • Teach school-wide expectations, and teach that all problem behaviors are an example of NOT being appropriate. • Define most common problem behaviors - Use these behaviors as non-examples of school-wide expectations

  29. Teaching Social Responsibility:“Bully Proofing” • Teach desired behavior. • Teach a verbal signal for unacceptable behavior: “stop” • Teach four key skills for social responsibility: • Learn the difference between expected behavior and problem behavior • If you “receive” problem behavior: • Label the behavior and say “stop”; walk; squawk • If you “see others” receive problem behavior” • Label the behavior and say “stop” • If someone tells you to “stop” • stop

  30. Social Responsibility Matrix

  31. Intervention • Primary • Reduce new cases of problem behavior • Secondary • Reduce current cases of problem behavior • Tertiary • Reduce complications, intensity, severity of current cases

  32. What is FBA? • A systematic problem solving process for developing statements about factors that: • Contribute to the occurrence and maintenance of problem behavior, and • More importantly, serve as basis for developing proactive & comprehensive behavior support plans.

  33. Purpose of FBA • Increase efficiency, relevance, & effectiveness of behavior support interventions. • Improve consistency with which behavior support plans are implemented. • Increase accountability (legal & professional)

  34. Use FBA when… • Students are not successful • Interventions need to be developed • Existing interventions need to made more effective and/or efficient

  35. How do I know if I have done an FBA? • Description of problem behavior • Identification of conditions that predict when problem behavior will and will not occur • Identification of consequences that maintain problem behaviors (functions)

  36. Summary statements or testable hypotheses that describe specific behavior, conditions, and reinforcers • Collection of direct observation data that support summary statements

  37. Function of Behavior • Power, authority, control, intimidation, bullying, etc. are not functionsTwo basic research validated functions • Positive reinforcement (get/access) • Negative reinforcement (avoid/escape)

  38. Why Function? • Understand the interaction from the students perspective • Know what skills to teach • Know how to modify the environment to: • Prevent (antecedents) • Increase appropriate (reinforcement) • Decrease inappropriate (punishment)

  39. Summary- Effective Bullyproofing • Involve all staff, students, family and even community • Focus on both prevention (SW) and intervention (function-based) • Embed w/i existing curriculum, etc. • Adapt to fit context/culture • Sustain - no quick fixes

  40. Resources • safetyzone.org • bullying.org • dfes.gov.uk/bullying • pbis.org • marylandpbis.org • nmpbs.org

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