Schoolwide Positive Behavior Support Schoolwide Positive Behavior Support: Bully Prevention 2011 APS SWPBS Training - Cohort 3 Albuquerque Public Schools January 13-14, 2011 Based on the work of Scott Ross, Rob Horner, and Bruce Stiller

Schoolwide Positive Behavior Support What is Bullying? “Bullying” is aggression, harassment, threats or intimidation when one person has greater status, control, power than the other.”

Schoolwide Positive Behavior Support Bully Prevention within SWPBS Implementation Scott Ross, University of Oregon School-wide Expectations Define, Teach Acknowledge, Data System, Consequence System Classroom Systems Bully Prevention

Schoolwide Positive Behavior Support Bullying Overview Video Clip

Schoolwide Positive Behavior Support Various Approaches School use to Address Bullying Nothing Awareness-raising efforts Reporting, tracking Zero tolerance (school exclusion) Individual treatment Group treatment Self-esteem enhancement for bullies Mediation, conflict resolution programs Curricular approaches from Margaret Gannon and Correy Watkins

Schoolwide Positive Behavior Support Bullying How do you define bullying within your school? Do you currently have a way to address this? How big of a problem is bullying in your school?

Schoolwide Positive Behavior Support 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. (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).

Schoolwide Positive Behavior Support Why invest in School-wide bully prevention? Most 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

Schoolwide Positive Behavior Support Why invest in School-wide bully prevention? What do we need? –Bully prevention that “fits” with existing behavior support efforts –Bully PREVENTION, not just remediation –Bully prevention that is sustainable.

Schoolwide Positive Behavior Support Bully Prevention download free from for Elementary Schoolsfor Middle Schools

Schoolwide Positive Behavior Support Do not focus on “Bully” Focus on appropriate behavior –What is the behavior you want (teach this) (e.g., 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”

Schoolwide Positive Behavior Support 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.

Schoolwide Positive Behavior Support 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 (tell an adult) –If you “see others” receive problem behavior” –Label the behavior and say “stop” –If someone tells you to “stop”- then stop

Schoolwide Positive Behavior Support Bully Prevention in Positive Behavior Support: The Foundation Bullying behavior occurs in many forms, and locations, but typically involves student-student interactions.

Schoolwide Positive Behavior Support Bully Prevention in Positive Behavior Support: The Foundation What rewards Bullying Behavior? –Bullying is seldom maintained by feedback from adults –Likely many different rewards are effective –Most common are: –Attention from bystanders –Attention and reaction of “victim” –Self-delivered praise

Schoolwide Positive Behavior Support Bully Prevention in Positive Behavior Support: The Foundation Consider the smallest change that could make the biggest impact on Bullying… –Remove the praise, attention, recognition that follows bullying. –Do this without (a) teaching bullying, or (b) denigrating children who engage in bulling.

Schoolwide Positive Behavior Support A three part approach to school-wide Bully 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.

Delivering Bully Prevention in Positive Behavior Support 18 Establish rules for instruction based on 3-5 school- wide positively stated rules Discuss examples of following school-wide rules in specific settings. What do problem behaviors outside the classroom look like: –Basketball, Four square, In-between –The word “bully” is never used

Schoolwide Positive Behavior Support Teach All Students Schoolwide Behavior Teach school-wide expectations (include “be respectful”) Teach students to recognize “respectful” versus “non-respectful” behavior. from Margaret Gannon and Correy Watkins

Schoolwide Positive Behavior Support Why do Kids do it? Discuss why kids exhibit problem behavior outside the classroom Peer attention comes in many forms: –Arguing with someone that teases you –Laughing at someone being picked on –Watching problem behavior and doing nothing

Schoolwide Positive Behavior Support The candle under a glass cup Materials Needed: –Small candle –Clear glass cup that can fit over the top of the candle –Matches or lighter

Schoolwide Positive Behavior Support The candle under a glass cup: Procedure 1.Compare fire and problem behavior with the class (Light the candle) –Both can be bright and both can hurt 2.Explain how problem behavior needs peer attention to keep going just like a candle needs oxygen to stay lit. 3.Discuss the many forms of peer attention –Arguing with someone that teases you –Laughing at someone being picked on –Watching problem behavior and doing nothing about it.

Schoolwide Positive Behavior Support The candle under a glass cup: Procedure 4.Explain how taking away peer attention is like taking the oxygen away from a candle (cover the lit candle with the clear glass cup, and watch as the flame slowly dies out). 5.Students can take away the peer attention that keeps problem behavior going by: –Telling someone teasing you to “stop” –Walking away from problem behavior –Helping another student by saying “stop” or by walking away from problem behavior with them. –Telling an adult

Schoolwide Positive Behavior Support Teach the “Stop Signal” If someone is directing problem behavior to you, or someone else, tell them to “stop.” Review how the stop signal should look and sound –Firm hand signal –Clear voice

Schoolwide Positive Behavior Support Positive examples of when to use the stop signal might include: Johnny pokes Sally in the back over and over while in line Susie teases Sally and calls her a derogatory name Joey tackles Sam while playing two-hand touch football am steals the ball away from Fred when they are not playing a game that involves stealing.

Schoolwide Positive Behavior Support Negative examples: when not to use the stop signal Johnny accidentally breaks the double-dribble rule in basketball Kelly makes a suggestion for a game that Fred does not like Sam steals the ball away from Fred when they are playing basketball: a game where stealing is appropriate ally continues to poke Susie in line, even after Susie has delivered the stop signal

Schoolwide Positive Behavior Support Teach “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 reinforcement for problem behavior Teach students to encourage one another when they use the appropriate response

Schoolwide Positive Behavior Support Teach “getting help” Even when students use “stop” and they “walk away” from the problem, sometimes students 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 tattling, and reporting? "Talking" is when you have tried to solve the problem yourself, and have used the "stop" and "walk" steps first: Tattling is when you do not use the "stop" and "walk away" steps before "talking" to an adult Tattling is when your goal is to get the other person in trouble

Schoolwide Positive Behavior Support Teaching a Reply Eventually, every student will be told to stop. When this happens, they should do the following things –Stop what they are doing –Take a deep breath –Go about their day (no big deal) These steps should be followed even when they don’t agree with the “stop”

Schoolwide Positive Behavior Support Bully Prevention Example using Stop Walk Talk

Schoolwide Positive Behavior Support Let’s Try Some… What might it look like with: Gossip Inappropriate Remarks Cyber-bullying

Schoolwide Positive Behavior Support How Adults Respond When any problem behavior is reported, adults follow a specific response sequence: Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.”) Ask who, what, when and where. Ensure the student’s safety. Is the bullying still happening? Is the reporting child at risk? Fear of revenge? What does the student need to feel safe? What is the severity of the situation

Schoolwide Positive Behavior Support How Adults Respond (cont.) "Did you tell the student to stop?" (If yes, praise the student for using an appropriate response. If no, practice) "Did you walk away from the problem behavior?" (If yes, praise student for using appropriate response. If no, practice.)

Schoolwide Positive Behavior Support When the child did it right… Adults initiate the following interaction with the Perpetrator: Reinforce the student for discussing the problem with you "Did ______ tell you to stop?" If yes: "How did you respond?" Follow with step 2 If no: Practice the 3 step response. "Did ______ walk away?" If yes: "How did you respond?" Follow with step 3 If no: Practice the 3 step response. Practice the 3 step response. The amount of practice depends on the severity and frequency of problem behavior

Schoolwide Positive Behavior Support Rewarding Appropriate Behavior Effective Generalization Requires the prompt reinforcement of appropriate behavior, the FIRST time it is attempted Look for students that use the 3 step response appropriately and reward Students that struggle with problem behavior (either as victim or perpetrator) are less likely to attempt new approaches. –Reward them for efforts in the right direction.

Schoolwide Positive Behavior Support Checking in For chronic victims of bullying or harassment At the beginning of recess, 1 adult should check in with the student and remind them about how to respond to problem behavior. At the end of recess, check in again, ask about how it went, and reward them for their efforts.

Schoolwide Positive Behavior Support Checking in For chronic perpetrators of bullying or harassment At the beginning of recess, check in with the student and remind them about how to reply if another student uses the 3 step response with them. At the end of recess, check in again, ask about how it went, and reward them for their efforts.

Schoolwide Positive Behavior Support Dangerous Situations If any student is in danger, the “stop” and “walk away” steps should be skipped, and the incident should be reported immediately from Margaret Gannon and Correy Watkins

Schoolwide Positive Behavior Support Extra Practice with Some Students For students with high rates of physical and verbal aggression. –Pre-correction –On-site practice from Margaret Gannon and Correy Watkins

Decision Making Flowchart

Schoolwide Positive Behavior Support Indian Prairie School District’s Bully Prevention Program Cowlishaw Elementary: Parent Letter “Stop-Walk-Talk.” Parents, if you hear your students using these words, they are following the bullying prevention program at Cowlishaw School! Stop-Walk-Talk teaches students how to respond if other students are bullying other Cowlishaw students. Our staff has also been taught how to respond if students engage in bullying behavior, that is, behavior that is disrespectful and can even be unsafe. We would like to explain the program to you and steps you can take to see that your students are not bullied and do not engage in bullying behaviors. You are key to the success of this program! Anonymous surveys we conducted with students revealed that they are far more likely to tell parents if they are being bullied than they are to tell an adult at school. Through “Stop-Walk-Talk” students are taught what bullying is and what it is not. For example, teasing, calling someone names, gossiping, excluding students from an activity, continuous pushing or constant poking are examples of bullying while accidentally bumping into someone or politely declining an invitation to play is not.

Schoolwide Positive Behavior Support Practice Break up into groups of 2 and: –For 3 minutes, practice the “stop” response, along with how to reply when someone uses the stop response on you. (Make sure that each person is able to practice each roll) Next, break up into groups of 4 and: Practice the entire Stop/Walk/Talk response: Separate roles into: Supervisor, Perpetrator, Victim, and Bystander. Try to find situations where Stop/Walk/Talk may not be enough.

Schoolwide Positive Behavior Support How to Implement Bully Prevention in PBIS School Implement School-wide PBS Faculty commitment Faculty introduction to BP Team to implement Build BP lessons for students Train all students Booster/Follow up lessons Coaching support for supervisors Collect and use data District Build expectation for all schools Fall orientation emphasis on social behavior District trainer/coordinator District reporting of: –Schools using BP-PBS –Fidelity of implementation –Impact on student behavior

Schoolwide Positive Behavior Support Is bully prevention a program that you might consider as a component of your PBIS program?

Schoolwide Positive Behavior Support Final Action Planning Use the TIC action plan form to formalize your action plan (Page 5 of appendix) Be prepared to report out on –Next Steps –What do you need to be successful in completing the next steps