SWPBS: Reducing Effectiveness of Bullying Behavior

1. SWPBS: Reducing Effectiveness of Bullying Behavior George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut January 19, 2011 www.pbis.orgwww.cber.orgwww.swis.org

2. PURPOSE To improve our understanding of & responding to bullying behavior from perspective of school-wide positive behavior support. • Re/over-view of SWPBS • Bullying behavior in SWPBS • Strategies

5. SWPBS: Re/over-view

6. 8 SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for ALL students (Zins & Ponti, 1990)

7. SWPBS is

9. Reducing Bullying RtI

10. 23 Continuum of Support for ALL Few Some All Dec 7, 2007

11. 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

12. Continuum of Support for “Manuella” Physical Intimidation Harassment Literacy Social Studies Adult Relations. Computer Lab Attendance Label behavior…not people Dec 7, 2007

14. Integrated Elements Supporting Social Competence & Academic Achievement OUTCOMES 15 Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS “BULLY BEHAVIOR” PRACTICES Supporting Student Behavior

15. Team 35 GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation

16. 17 SWPBS Practices School-wide Classroom Family Non-classroom Student

17. SWPBS look at bullying behavior

18. Our Starting Point

19. Reconceptualizing Bullying from Behavior Analytic Perspective for SWPBS

21. Victim attention • Bystander attention • Self-delivered praise • Tangible access

22. PREVENTION De-emphasis on adding consequence for problem behavior

23. Target Initiator Context or Setting Continuum of Behavior Fluency Staff Bystander

24. Is Behavior an Issue?

25. K-6 Problem Behavior ODR Aggression-fighting & disrespect

26. 6-9 Problem Behavior ODR Disrespect

27. 9-12 Problem Behavior ODR Disrespect + tardy, skip, truant

28. Avg Ref/Day/Month

29. Office Discipline Referrals • Definition • Kid-Teacher-Administrator interaction • Underestimation of actual behavior • Improving usefulness & value • Clear, mutually exclusive, exhaustive definitions • Distinction between office v. classroom managed • Continuum of behavior support • Positive school-wide foundations • W/in school comparisons

30. # Ref by Problem Behavior

31. SWIS Definition of Bullying Behavior

32. # Ref by Location

33. # Ref by Time of Day

34. # Ref by Student

35. Three basic strategies….if you do nuthin’ else….

36. 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

37. MUST….. • Be easy & do-able by all • Be contextually relevant • Result in early disengagement • Increase predictability • Be pre-emptive • Be teachable • Be brief

38. www.pbis.org

39. 2. Precorrect

41. Non-Classroom Management: Self-Assessment

44. PBIS Prevention Goals & Bullying Behavior