Scott Ross & Rob Horner Utah State University and University of Oregon

1. Bully Prevention In Positive Behavior Support Scott Ross & Rob HornerUtah State University and University of Oregon www.pbis.org

2. Goal/ Objectives • Goal: • Define a plan for implementing Bully Prevention within schools already using School-wide PBIS • Objectives: • 1. Define the logic for investing in bully prevention • 2. Define the five core elements for “student orientation” • What to teach, How to teach it. • 3. Define the core elements for “faculty orientation” • What to teach, How to teach it. • 4. Define how to collect and use data • For both fidelity and impact • 5. Define the expectations for advanced support • 6. Steps to Implementation of BP within SWPBIS

3. A Context: Increasing national attention • Whitehouse Forum on Bully Prevention (March, 2011) • Susan M. Swearer, University of Nebraska – Lincoln • Risk Factors • Catherine P. Bradshaw, Johns Hopkins University • Teachers are not prepared on procedures to respond to bullying • Justin W. Patchin, Ph.D. University of Wisconsin-Eau C • Growing role of cyber-bullying • George Sugai, Ph.D., University of Connecticut • Role of school-wide systems in preventing bullying • Dorothy L. Espelage, University of Illinois, Urbana-Champaign • Bullying and LGBT students; Students with disabilities.

4. White House Conference On Bullying Prevention – Obama, Duncan, Experts Weigh In March 10, 2011

5. The Logic:Why invest in Bully 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).

6. The Logic:Why invest in Bully Prevention? • 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).

7. The LogicWhy invest in Bully Prevention? • Involvement in bullying is a cross-cultural phenomenon (Jimerson, Swearer, & Espelage, 2010) • Bullying is NOT done by a small number of students who are socially and emotionally isolated. Bullying is common across socio-economic status, gender, grade, and class. • Bradshaw, et al., 2010 • Many bully prevention programs are either ineffective, only show change in verbal behavior, or inadvertently result in increases in relational aggression and bullying. • Merrell et al., 2008

8. What is Bullying? • “Bullying” is repeated aggression, harassment, threats or intimidation when one person has greater status, control, or power than the other.” • Examples:

9. Bully Prevention • Bullying behavior occurs in many forms, and locations, but typically involves student-student interactions. • Bullying is seldom maintained by feedback from adults • 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) video Scott Ross, University of Oregon

10. Activity • 1. Identify an example of bullying you have encountered • _________________________________________ • Context/Situation  Bullying Behavior Rewarding Consequence • _____________________________________________ • 2. Identify a problem behavior that would NOT be bullying.

11. Core Elements of an Effective Bully Prevention Effort. • Many Bully Prevention programs focus on the bully and the victim • Problem #1: Inadvertent “teaching of bullying” • Problem #2: Blame the bully • Problem #3: Ignore role of “bystanders” • Problem #4: Initial effects without sustained impact. • Problem #5: Expensive effort • What do we need? • Bully prevention that is efficient, and “fits” with existing behavior support efforts • Bully PREVENTION, not just remediation • Bully prevention with the systems that make the program sustainable.

12. Elements of Effective Bully Prevention School-wide PBIS Data Use Bully Prevention Logic Faculty Implementation Student Use of BP-PBIS Advanced Support

13. Core Features of an Effective Bully Prevention Effort. Five Student Skills For Faculty/Staff • School-wide behavioral expectations (respect) • Stop routine when faced with disrespectful behavior • Bystander stop routine when observing disrespectful behavior • Stopping routine if someone tells you to “stop” • A recruit help routine to recruit adult help if you feel unsafe. • Agreement on logic for bully 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

14. Core Elements of an Effective Bully Prevention Effort. • Establish School-wide expectations (be respectful of others) • Teach a common response to behavior that is not respectful… • Remove the praise, attention, recognition that follows bullying. • Do this without (a) teaching bullying, or (b) denigrating children who engage in bulling. ______________________________________________ Bully Prevention in Positive Behavior Support

15. Bully Prevention within PBISCore Elements and Implementation Process

16. Elements of Bully Prevention within SWPBIS • Getting student buy-in • Teaching students how to respond • How adults should respond • Effective Delivery of Instruction • Using data • Action planning

17. 1. Getting Student Buy-in • Getting older students to buy into a school-wide behavioral intervention is half the battle (or more than half!) • Have students involved in every phase of the intervention • Create a student focus group prior to implementation • Consider school-wide surveys to allow all students an input • Students can be involved in teaching the curriculum • They can also help collect data!

18. Student Focus Group/Forum • 8-10 students selected for leadership/contribution • 60-90 min • Content of discussion: • What does disrespectful behavior look like at our school? • Disrespectful behavior typically keeps happening because it results in attention from peers. • We need common (school-wide) routines for: • A) Stop Routine (signal that behavior should stop) • If someone is disrespectful toward you • If you encounter someone being disrespectful toward others • B) Stopping Routine (what to do when someone asks you to “stop”) • C) Recruiting help routine (Getting help from adults) • What would be best way to introduce/train these routines?

19. 2. Teaching Students How to Respond Teach school-wide expectations first! • Teach students to recognize “respectful” versus “non-respectful” behavior. • Discuss examples (and non-examples) of following school-wide rules in specific settings. • Use non-examples (e.g. problem behaviors) from outside the classroom: • Basketball, four square, between classes, hanging out in the parking lot. • The word “bully” is never used Peer attention comes in many forms: • Arguing with someone that teases you • Laughing at someone being picked on • Watching problem behavior and doing nothing The candle under a glass cup

20. Stop Routine Teach a clear, simple, and easy way to remove the peer attention maintaining problem behavior • If someone does something disrespectful to you or someone else, tell them to “stop.” • Because talking is tough in emotional situations… always include a physical “signal” to stop that students can use as well. • Firm hand signal • Clear voice

21. Teach “walk away” Often, even when students tell others to “stop”, problem behaviors continue. When this happens, students are to "walk away" from the problem behavior (remove themselves from the situation). • Students should help others walk away too • Students can also be taught that they can comfort victims after helping them walk away

22. Teach “getting help” Even when students use “stop” and “walk away” from the problem, sometimes others will continue to behave inappropriately toward them. When that happens, students should "talk" to an adult. • Report problems to adults • Where is the line between snitching/tattling, and reporting? • "Talking" is when you have tried to solve the problem by saying “stop”, or “walking away”: • Snitching or tattlingis when you do not try the "stop" or "walk away" steps • Snitching or tattling is when your goal is to get the other person in trouble • An exception to the rule: If students are in significant fear of their safety, they should skip the “stop” and “walk” steps, and go immediately to an adult

23. Discussing “What ifs” • When teaching the new response, it is important to discuss the “what ifs” • “What if the person being disrespectful is your best friend? How can you still support the student who is being treated disrespectfully without jeopardizing your friendship?” • “What if the non-respect is gossip when I’m not around?” • “What if the disrespect is done online or through a text?” • “What if the person being disrespectful retaliates later?” Video

24. Teaching a Reply: The Stopping Routine(What to do when YOU are asked to “stop”) • Eventually, every student will be told to stop. • Here is the rule: If someone asks you to stop doing something that they think is disrespectful, you stop – whether you were doing it on purpose or not. • When you are asked to stop, do the following: • Stop what you are doing • Take a deep breath • Go about your day (no big deal) • At this point, students can problem-solve, apologize, or just drop it

25. Practice with students • The majority of the instructional time is spent modeling effective responses, followed by guided practice • Use student examples of disrespect to model how to respond. Then, give students the opportunity to pair up and practice the effective response • Review the Logic of the stop routine: Saying “stop” is a way to stop the oxygen fuelling disrespectful behavior • Be prepared for students to use the “stop” response with too much gusto. • Demonstrate non-examples of inappropriate ways to deliver the stop sequence

26. 3. How Adults Respond When a student reports problem behavior, adults should follow a specific response sequence: First, let students know that their report is important • Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.") • Use reflective statements to let the student know you are listening to them • Use supportive statements to let the student know that you care about what they’re saying Ensure the student’s safety. • Is the behavior still happening? • Is the reporting student at risk? • What does the student need to feel safe? • What is the severity of the situation "Did you tell the student to stop?" (If yes, praise the student for using an appropriate response. If no, practice) "Did you walk away?" (If yes, praise student for using appropriate response. If no, practice.)

27. Let’s Practice: Staff responding routine Victim approaches teacher, “____ did not stop” • Teacher: 1. You did well to come tell me • 2. Are you okay? • 3. Did you tell ____ to “stop” • 4. Victim did not tell ____ to stop… so you say “remember we need to take the oxygen away from behaviors we don’t like… so let’s practice how you could handle this. If someone did ???? , how would you show them they needed to stop?” …. “good”…. Now do that in the future. • Repeat so everyone is in all three roles.

28. Then, Direct students through next steps: • Using your best judgment given the situation, help students figure out what to do next. Examples: • Find an appropriate time to listen to the concern if you are not available when the student initially wants to talk. • Offer the student a bullying/harassment report sheet, and help them fill it out. Direct them to turn it in to the office, or have them fill it out immediately. • If the situation needs to be addressed immediately say: “This sounds pretty complicated. Let’s have you talk to the counselor now”. • If a student is not sure how they want to proceed, list possible solutions and help them choose. • Check in with the student the next day to make sure they feel like the issue has been or is being dealt with, and that there has been no retaliation. • As the supervisor, addressing the perpetrator will often be appropriate

29. When addressing the perpetrator… First, Reinforce the student for discussing the problem with you "Did ______ tell you to stop?" • If yes: "How did you respond?” • If no: Practice the 3 step response. "Did ______ walk away?" • If yes: "How did you respond?” • If no: Practice the 3 step response. Practice the stop routine and the stopping routine • The amount of practice depends on the severity and frequency of problem behavior

30. The 2–Minute Rule • If a supervisor can’t address a report within two minutes, that issue should be referred to an alternate time/setting/staff member for processing. • If a student is compliant when confronted with a correction or consequence, the process should take no more than a couple of minutes to complete.

31. Practice • For 2 minutes, in a group of 4-,5 discuss a “stop” response you think would work in your school(s) (or a couple possibilities) • Keep the language simple • Provide a hand signal that can be matched to the statement if necessary • Remember, what you think is “cool” probably won’t be cool to the students, simply because an adult came up with it • Next: • Practice the sequence: Separate roles into: Supervisor, Perpetrator, Victim, and Bystander. Try to find situations where the stop routine may not work • How would your response sequence work in instances of… • Gossip • Text messages or other cyber-bullying

32. Extra Practice with Some Students • For students who are chronic victims or perpetrators (physical, verbal, or social aggression): • At the beginning of unstructured times, a school adults should check in with the student and remind them of the stop sequence and how to reply if another student uses the sequence with them. • At the end of the unstructured time, check in again, ask about how it went, and reinforce them for their efforts. • Don’t underestimate the power of this added intervention!

33. 4. Effective Delivery of Instruction • Use the teaching plans in the BP-PBIS handbook • Build your own teaching plans. • Developing a schedule for implementation • Teach all students in the school within a 2 week period. How will we do this? • Build a strategy for providing orientation to new students entering the school. • After the initial lessons, teachers should follow up with students weekly (10-15 min) to discuss what is working and what isn’t • Remember the flame won’t go out immediately, so checking-in regularly is critical

34. Walking the Walk • The effectiveness of the intervention is contingent on the ongoing coaching and practice (fidelity of implementation) • SWPBIS teams need to ensure that implementation continues after the initial lessons • Weekly surveys • “I checked in with a student at the beginning of recess” • “I praised a student for using the stop/walk/talk response” • “I modeled the stop/walk/talk response for a student” • “I praised a student for reporting a problem behavior” • “I coached a student who reported problem behavior about how to respond when others are not respectful” • “I coached a student who was not respectful to others about how to respond when other say stop” • Daily checklists

35. 5. Data collection/ Decision-making • Office Discipline Referral Data • Whole school • Individual students • Student/ Staff surveys • School climate survey • Harassment survey • Fidelity • Fidelity checklist. • Are we doing the BP-PBIS program as planned?

36. Using ODRs • Do we have a problem? • Do we need the BP-PBIS program? • If we use the program: Is the BP effort effective? • Remember that many instances of bullying are NOT reported by students, or recorded in the ODR data.

37. Name Calling/ Inapp Language Harassment Physical Aggression Scott Ross, University of Oregon

38. Aggression, Harassment, Fight, Name Calling /School Day 4 weeks before BP and 4 week after BP Pre BP Post BP

39. Student Survey Date:_______ • In your school • 1. You feel safe • 2.Other students treat you respectfully? • 3. You treat other students respectfully? • 4. Adults treat you respectfully? • 5. You treat adults in your school respectfully • In the past week • 5. Has anyone treated you disrespectfully? • 6. Have you asked someone to “stop?” • 7. Has anyone asked you to “stop?” • 8. Have you seen someone else treated disrespectfully? Disagree Agree 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 No Yes No Yes No Yes No Yes

40. Simulated Survey Responses Mean Student Response N = 235 Peers Treat You Treat Others Adults Treat You Treat Adults Respectfully Respectfully You Respectfully Respectfully

41. Simulated Survey Results4 weeks before BP and 4 week after BP Percentage of Students Responding “yes” Treated Asked Someone Asked to Seen Others Treated Disrespectfully To Stop “Stop” Disrespectfully

42. Fidelity Data • Quick check • Are we implementing BP-PBIS? • 8 questions (use with whole team, or whole school) • Always build into action plan • Score percentage of items with most people rating “in place”

43. BP-PBIS Fidelity Self-Assessment

44. BP-PBIS Fidelity Assessment Pre and Post BP-PBIS Training 0 = not in place, 1 = partially in place, 2 = in place

45. 6. Advanced Support • School-wide PBIS and BP-PBIS will not be sufficient for all students. • Aggressive, bullying behaviors occur for many reasons • Mental Health issues • Family dynamics • Disabilities • Use your data to identify students in need of more intense support and refer them to your team.

46. Intensive Individual Supports (Tier 3) • Full Assessment • Functional behavioral assessment • Academic assessment • Social emotional assessment • Family support • Individualized intervention • Prevention • Instruction/ Teaching • Formal contingencies • On-going data progress monitoring

47. www.pbis.org

48. Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42(4), 747-759. • Three Schools • Six students identified for high rates of verbal and physical aggression toward others. • Whole school implementation of SWPBIS • Whole school addition of Stop-Walk-Talk • Direct observation of problem behavior on playground.

49. 1.88 .88 3.14 72%

50. 19% decrease 28% increase BP-PBS, Scott Ross