“It is essential to follow the same logic in designing social behavior curriculum, more commonly known as discipline or behavior management. Teachers “should not make assumptions about what the children “should know by now”; rather, they should assess for prior knowledge and adjust curriculum and supports accordingly”. Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% School-Wide Positive Behavior Support Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

Adults only see the tip of the iceberg. Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

Roles TeachersStudentsAdminSupport staff Learn the program and reinforce the program Teach and reinforce the program Support and reinforce the program Support the staff and students and reinforce the program Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

A Comprehensive Bully Prevention Model Bully Prevention School-wide Behavioral Expectations Teach All Students Practice With Some Students Support Staff Implement Bully Victim Individual Student Supports Collect and use data for decision-making Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

Types Of Bullying Physical Aggression: Hitting, kicking, tripping, pushing, spitting, destroying property, threatening with a weapon, intruding personal space that make you feel uncomfortable Social Aggression: Spreading rumors, gossip, excluding from group, silent treatment Verbal Aggression: Name calling, mocking, teasing, threatening and intimidating phone calls Intimidation: Graffiti, a dirty trick, taking possession, coercion Written Aggression: Note writing, graffiti, slam books Sexual Harassment: Comments or actions of a sexual nature which are unwelcome and make the recipient uncomfortable Racial and Ethnic Harassment: Comments or actions containing racial or ethnic content which are unwelcome and make the recipient uncomfortable. Cyber bullying: inappropriate s, written comments in chat rooms, texting Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

Teaching Social Responsibility Teach school-wide expectations first I am responsible I am respectful I am Ready to Learn I am Safe Focus on “non-structured” settings Cafeteria, Gym, Playground, Hallway, Bus Area Teach Bully Prevention “SKILLS” If someone directs problem behavior toward you. If you see others receive problem behavior If someone tells you to “stop” Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

Teach students to identify problem behavior. The key is to focus on what is appropriate: Teaching 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. Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller.

Examples of Problem Behaviors Running in the Hallways or Cafeteria Throwing objects at another student Hitting, Kicking, or restricting another’s movement Talking behind someone’s back Someone calls names Gossip Tripping What are some common problem behaviors in your classroom? Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

Core Features of Bully and Harassment Prevention in Positive Behavior Support Remove the reinforcers that maintain socially aggressive behavior. Peer attention Impact Bystander behavior. Empower them to help. Teach all students to identify and label disrespectful behavior. School-wide Stop Signal students can use to interrupt social aggression. Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

Teach All Students Teach school-wide expectations (include “be respectful”) Teach students to recognize “respectful” versus “non- respectful” behavior. Teach the “pay off” for not being respectful You get attention (which comes in many forms) You get materials/activities Teach what to do if you experience non-respectful behavior. “Stop” Walk Away Talk (Get Help)

Why does non-respectful behavior keep happening? 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 The candle under a glass cup Stop, Walk, Talk A clear, simple, and easy to remember 3 step response Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

Teach the “Stop Signal” If someone is directing problem behavior to you, or someone else, tell them to “stop.” Because talking is hard in emotional situations… always include a physical “signal” to stop. Review how the stop signal should look and sound Firm hand signal Clear voice

Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

Teaching a Reply (What to do when YOU are asked to “stop”) 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” Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

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 Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

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 Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

Extra Practice with Some Students For students with high rates of physical and verbal aggression. Pre-correction On-site practice For students who are more likely to be victims who reward physical and verbal aggression. Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

Supporting Staff Behavior 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 "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.) Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

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 Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

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. Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

Empowering Bystanders 85 % students who are neither bullies nor victims. Empowering the silent majority reduces fear bullies create. Children will report bullying if they know that the staff will intervene effectively. Caring majority must be developed comprehensively at the individual classroom level and throughout the school as a whole. Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

Guidelines to Empowerment Identify the behaviors and characteristics of a caring community. Recognize and reinforce caring majority behaviors. Developing classroom and school-wide majority groups. Use teachable moments. Understanding Expectations. Finding the Courage to Act. “Courage is the decision to act. Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

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 SWT response: Separate roles into: Supervisor, Perpetrator, Victim, and Bystander. Try to find situations where Stop/Walk/Talk may not be enough. Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller