Beyond the Basics: Going Deeper into PBIS Bruce Stiller, Ph.D.

Agenda  Bully Prevention in Positive Behavior Support  Intensive Positive Behavior Support (IPBS): A Systems Approach to Secondary and Tertiary Behavior Supports  Bully Prevention in Positive Behavior Support  Intensive Positive Behavior Support (IPBS): A Systems Approach to Secondary and Tertiary Behavior Supports

Scott Ross, University of Oregon It’s way past time… Scott Ross, University of Oregon3

Adults only see the tip of the iceberg.

Bullying & Harassment 30% of youth in the United States are estimated to be involved in bullying as either a bully, a target, or both. Staff are likely to underestimate the extent of harassment and bullying. One study showed: 58% of students perceived teasing, spreading lies or rumors, or saying mean things to be problems. Only 25% of teachers perceived these behaviors to be problems. 1 Nansel et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.

Literature Review of Existing Bully Prevention Programs  Efficacy data is sparse: Student knowledge of what to do improves, but little evidence of behavior changes  Efficiency a major issue  Most do not target behavior of bystanders

Core Features of Bully and Harassment Prevention in Positive Behavior Support Remove the reinforcements that maintain socially aggressive behavior. Student “Buy-In” is critical. Impact Bystander behavior. Teach all students to identify and label disrespectful behavior. School-wide Stop Signal students can use to interrupt social aggression.

What “Rewards” Social Aggression? Attention from Bystanders (who may or may not be actually present) Reactions from the Recipient Laughing it off Overreacting Access to items - tangibles; activities

Scott Ross, University of Oregon

Stop/Walk/Talk Program One Primary Lesson minutes -- delivered to all students the same day Class discussion of disrespectful behavior Introduction of Stop Signal Role Playing Follow Up Lessons as needed Gossip; Rumor Spreading Exclusion Cyberbullying Coaching from supervisory personnel -- ongoing

Lesson Delivery: Teach Students the “Stop Signal” If someone is treating you disrespectfully, deliver the Stop Signal Bystanders are asked to help Deliver the Stop Signal Take the victim away from the situation If disrespectful behavior continues, Walk Away and/or Report

Scott Ross, University of Oregon No means no. The rule is: If someone asks you to stop, you stop (regardless of whether you think you were being disrespectful).

Coaching Students: Accepting Reports When problem behavior is reported, adults follow a specific response: 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 problem still happening? Assess severity of the incident Assess likelihood of retaliation Devise Safety Plan if needed Ask the Student if he/she Used the Stop Signal -- Coach as needed

Coaching Perpetrators If the problem behavior included harassment or physical assault, complete an Office Discipline Referral and turn in to office For chronic offenders, implement a reminder, warning, consequence correction sequence

Scott Ross, University of Oregon 15 BaselineAcquisitionFull BP-PBS Implementation Number of Incidents of Bullying Behavior School Days School 1 Rob Bruce Cindy Scott Anne Ken School 2 School %

Scott Ross, University of Oregon BP-PBS, Scott Ross16 28% increase 19% decrease

Scott Ross, University of Oregon BP-PBS, Scott Ross17 21% increase 22% decrease

Fidelity Study - Spring 2009 Fidelity Study Spring 2009 Playground observations Interviews with staff and students Student focus groups Results: Students had learned the expected behaviors and could tell researchers what they were supposed to do Adults couldn’t remember all of the coaching steps Students complained that the adults weren’t listening to them

Eugene School District 4J Climate Survey (Pilot): Overview Pilot study designed by 4J School District to assess harassment and bullying in schools 24 questions about different types of harassment; where & when bullying occur; available resources and problem- solving strategies 1581 students assessed from 4 schools in spring high school; 3 middle schools

Safety and Respect*

Bullied or Harassed* (in past year)

Seeking Adult Help & Reporting Bullying

Problem-Solving Strategies for Bullying and Harassment*

Harassment Observed on the Bases of…* *Data reported by percent of responses.

Middle School: Expect Respect Critical Features: Expect Respect Student Driven Removal of reinforcements that maintain social aggression Tools to interrupt bullying/harassment: Catch phrase, stop signal, etc. On going effort: On staff meeting agendas; school-wide initiative and staff buy-in necessary

Expect Respect: Creating the Curriculum 8 contacts with students throughout the year 4 Adult-lead Lessons: Mix of discussion and experiential lessons 4 Student Forums: All students invited, open forum with a lesson or topic for discussion, “take-away” point to share with classes

Expect Respect Lesson Plans Lesson 1: Didactic/Discussion Lesson 2: Simulation (Getting on the Bus) Lesson 3: YouTube Reflections Lesson 4: Creating a Pledge

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Elements of Intensive Positive Behavior Support Not limited to any particular group of students…it’s for all students Not specific practice or curriculum…it’s a general approach to preventing problem behavior Not new…its based on long history of behavioral practices & effective instructional design & strategies

Common Reasons for Failure of Interventions  Interventions are not implemented with sufficient fidelity  Interventions are not matched to the function of the problem behaviors  There is insufficient follow through to determine if modifications or a more intense intervention are needed.  Interventions are not implemented with sufficient fidelity  Interventions are not matched to the function of the problem behaviors  There is insufficient follow through to determine if modifications or a more intense intervention are needed.

Intensive Positive Behavior Support: The Big Ideas  Do the easy stuff first (efficiency is a major goal)  Processes (teaming; communication patterns) are as important as practices  Use of Evidence Based Practices -- based on findings from behavioral science  Administrative support is critical  Data Based Decision Making  Do the easy stuff first (efficiency is a major goal)  Processes (teaming; communication patterns) are as important as practices  Use of Evidence Based Practices -- based on findings from behavioral science  Administrative support is critical  Data Based Decision Making

Core Features of IPBS  Systematic Screening (Proactive)  Tiered Interventions  Function Based Behavioral Support  Use of Progress Monitor Data  Systematic Screening (Proactive)  Tiered Interventions  Function Based Behavioral Support  Use of Progress Monitor Data

Old Model: SST/TAT Jeremy is just not making progress. He is really defiant and refuses to follow direction. He often seems really angry when he gets to school; do you think that plays into it? Yes, I do. He has mentioned that his stepdad is really mean and that his parents fight a lot. I bet that is really bothering him. I bet it is too. Also, doesn’t’ his older sister have ADHD? Maybe he does too. I bet he does. You know, Jeremy is in my afternoon class and he is really difficult there too. Do you know what he did last week…. I am in my happy place… He is a handful. I was thinking he should be in my mentoring group. He would really benefit from some of that support Maybe, but you know, I think that he already gets too much support; he makes excuses for his behavior. I was thinking about in-school detention. ISS? Wow, I hadn’t thought about that. What if we started an ADHD evaluation? That would help wouldn’t it?

IPBS No-No’s  Admiring the problem  Blaming the student (or family)  Extended discussions of interventions we cannot deliver  Admiring the problem  Blaming the student (or family)  Extended discussions of interventions we cannot deliver

Teams in Your School  IPBS team  Roles  Tracking  Monitoring  Process for team meetings -- meet every two weeks  Student-centered team  IPBS team member who is trained in FBA; teacher(s); parent(s); administrator  Creates behavior support plan for student based on functional assessment  Meets two or more times  IPBS team  Roles  Tracking  Monitoring  Process for team meetings -- meet every two weeks  Student-centered team  IPBS team member who is trained in FBA; teacher(s); parent(s); administrator  Creates behavior support plan for student based on functional assessment  Meets two or more times

IPBS Team Roles  Team Leader (organizes agenda; facilitates meeting)  Process Monitor (someone whose role is to monitor group processes)  Screening Coordinator (someone who collects screening data and brings it to the meeting  Coordinators of Interventions -- CICO; Academic Seminar/Strategies; MAPS (bring progress monitor data to meetings)  Note Taker  Team Leader (organizes agenda; facilitates meeting)  Process Monitor (someone whose role is to monitor group processes)  Screening Coordinator (someone who collects screening data and brings it to the meeting  Coordinators of Interventions -- CICO; Academic Seminar/Strategies; MAPS (bring progress monitor data to meetings)  Note Taker

Student Team for Tier III Intervention  Three types of knowledge represented:  Knowledge about the student  His/her behavior, interests, strengths, challenges, future  Knowledge about the school program  Instructional goals, curriculum, social contingencies, schedule, physical setting.  Knowledge about behavior change strategies  Principles of behavior  Intervention strategies  Three types of knowledge represented:  Knowledge about the student  His/her behavior, interests, strengths, challenges, future  Knowledge about the school program  Instructional goals, curriculum, social contingencies, schedule, physical setting.  Knowledge about behavior change strategies  Principles of behavior  Intervention strategies Leah

Administrative Support  Attend meetings  Visible support for decision-making process of teams  Resources allocated for training, meeting times  Attend meetings  Visible support for decision-making process of teams  Resources allocated for training, meeting times

District Support  Attend meetings  Training provided on regular basis  Technical Assistance  Link to ESS if additional resources are needed  Attend meetings  Training provided on regular basis  Technical Assistance  Link to ESS if additional resources are needed

Why Do People Behave? Modeling? Accident? Instinct? Condition?? Why Do People Continue Behaving? IT WORKS!

Maintaining Consequences  By far, the most common functions of problem behavior in schools are to:  Obtain Adult Attention  Obtain Peer Attention  Avoid/Escape/Delay an Aversive Academic Task  By far, the most common functions of problem behavior in schools are to:  Obtain Adult Attention  Obtain Peer Attention  Avoid/Escape/Delay an Aversive Academic Task

Targeted Interventions: Examples  CICO  Academic Seminar; Spy; Academic Intervention  Counselor led Skill Groups  Friendship Groups  Anger Management Groups  Mean Girls Groups  Shy Girls Groups  Lunch Bunch  Bully Prevention Forum  Refocus Room  CICO  Academic Seminar; Spy; Academic Intervention  Counselor led Skill Groups  Friendship Groups  Anger Management Groups  Mean Girls Groups  Shy Girls Groups  Lunch Bunch  Bully Prevention Forum  Refocus Room

Tertiary Intervention  Individualized Behavior Support Planning based on a Functional Behavioral Assessment  Efficient FBA at the school level  FBA with assistance from behavior specialist  Added resources/supports for plan implementation  Individualized Behavior Support Planning based on a Functional Behavioral Assessment  Efficient FBA at the school level  FBA with assistance from behavior specialist  Added resources/supports for plan implementation

Data  CICO Point Cards  ODR Data  Teacher Feedback Forms  Grades; Assignment Completion Data  Fidelity of Implementation Data  Consumer Satisfaction Data  CICO Point Cards  ODR Data  Teacher Feedback Forms  Grades; Assignment Completion Data  Fidelity of Implementation Data  Consumer Satisfaction Data

Sample survey

Weekly SM averages, across teachers, for AA 1/13 1/20 1/25 2/3 2/8 2/16 2/23 3/2 Goal Line

Contact Information Bruce (541)