School-wide Positive Behavioral Interventions and Supports: Reducing Bullying in Middle School Rob Horner University of Oregon 1

Goals Introduce School-wide PBIS as an approach for reducing problem behavior Present an efficient and effective approach for addressing bulling behavior within the School- wide PBIS framework 2

Main Messages We will not achieve the academic goals of schools without investing in building the social culture that makes a school and effective learning environment. The most cost-effective approach to reducing problem behavior is to invest first in school-wide systems… then add more intensive supports. 3

Context Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

Problem Behaviors Insubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, parking lot violation, irresponsible, trespassing, disrespectful, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc. Vary in intensity Exist in every school, home and community context Place individuals at risk physically, emotionally, academically and socially Are expensive: For society, schools, classrooms, students, families

Bullying Behavior  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). BP-PBS, Scott Ross 6

Bullying Behavior 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, race, 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.,

School-wide Positive Behavioral Interventions and Supports (SWPBIS) The social culture of a school matters. A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families. Effective practices with the systems needed for high fidelity and sustainability Multiple tiers of intensity

What is School-wide Positive Behavior Intervention and Support? School-wide PBIS is: A framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students. Evidence-based features of SWPBIS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual intervention supports. Implementation of the systems that support effective practices

Establishing a Social Culture Common Vision/Values Common Language Common Experience MEMBERSHIP

Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT 27 Main Ideas: 1.Invest in prevention first 2.Multiple tiers of support intensity 3.Early/rapid access to support

Experimental Research on SWPBIS Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) Waasdorp, T., Bradshaw, C., & Leaf, P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2): SWPBIS Experimentally Related to: 1.Reduction in problem behavior 2.Increased academic performance 3.Increased attendance 4.Improved perception of safety 5.Reduction in bullying behaviors 6.Improved organizational efficiency 7.Reduction in staff turnover 8.Increased perception of teacher efficacy 9.Improved Social Emotional competence

Number of Schools Implementing SWPBIS since ,276

Count of School Implementing SWPBIS by State August, States > 500 Schools Illinois

Using PBIS to Achieve Quality, Equity and Efficiency QUALITY: Using what works; Linking Academic and Behavior Supports North Carolina (valued outcomes) Michigan (behavior and literacy supports) Commitment to Fidelity Measures Building functional logic/ theory/ practice (Sanford) EQUITY: Making schools work for all Scott Ross Russ Skiba Vincent, Cartledge, May & Tobin Bully prevention EFFICIENCY: Working Smarter: Building implementation science into large scale adoption. Using teacher and student time better. Dean Fixsen/ Oregon Dept of Education

Time Cost of a Discipline Referral (Avg. 45 minutes per incident for student 30 min for Admin 15 min for Teacher) 1000 Referrals/yr 2000 Referrals/yr Administrator Time 500 Hours1000 Hours Teacher Time250 Hours500 Hours Student Time750 Hours1500 Hours Totals1500 Hours3000 Hours

Pre PBIS Year 1 Year 2 Year 3

What does a reduction of 850 office referrals and 25 suspensions mean? Kennedy Middle School Savings in Administrative time ODR = 15 min Suspension = 45 min 13,875 minutes 231 hours 29, 8-hour days Savings in Student Instructional time ODR = 45 min Suspension = 216 min 43,650 minutes 728 hours 121, 6-hour school days

Remember that the multiple tiers of support refer to our SUPPORT not Students. Avoid creating a new disability labeling system. Reading Behavior Math Health

~80% of Students ~15% ~5% ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/ Check out Targeted social skills instruction Anger Management Social skills club First Step to Success TERTIARY PREVENTION Function-based support Wraparound Person-centered planning Check and Connect PRIMARY PREVENTION Teach SW expectations Consistent Consequences Positive reinforcement Classroom Systems Parent engagement Bully Prevention SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION

Steve Goodman

Participating Schools 2004 Schools (21) 2005 Schools (31) 2006 Schools (50) 2000 Model Demonstration Schools (5) 2008 Schools (95) 2009 Schools (150*) Total of 512 schools in collaboration with 45 of 57 ISDs (79%) The strategies and organization for initial implementation need to change to meet the needs of larger scale implementation.

Average Major Discipline Referral per 100 Students by Cohort

Increase 8% Decrease 14.6% Focus on Implementing with Fidelity using Benchmarks of Quality (BoQ)/ODR ’06-’07 and ’07-’08

Percent of Students meeting DIBELS Spring Benchmark for Cohorts (Combined Grades) 5,943 students assessed assessed 8,330 students assessed assessed 16,078 students assessed assessed 32,257 students assessed assessed Spring ’09: 62,608 students assessed in cohorts 1 - 4

Percent of Students at DIBELS Intensive Level across year by Cohort

Participating School Example: Fourth Grade Reading MEAP Results Began MiBLSi Implementation

Rob Horner University of Oregon 28

Bully Prevention within SWPBS Implementation Scott Ross, University of Oregon 29 School-wide Expectations Define, Teach Acknowledge, Data System, Consequence System Classroom Systems Bully Prevention

What is Bullying? “Bullying” is aggression, harassment, threats or intimidation when one person has greater status, control, power than the other.” Scott Ross, University of Oregon 30 Video

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 What do we need? Bully prevention that “fits” with existing behavior support efforts Bully PREVENTION, not just remediation Bully prevention that is sustainable. Scott Ross, University of Oregon 31

Bully Prevention in Positive Behavior Support: The Foundation 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 Obtain items or Activity Scott Ross, University of Oregon 32

Bully Prevention in Positive Behavior Support: The Foundation Consider the smallest change that could make the biggest impact on Bullying… Build on what you already do well. Remove the praise, attention, recognition that follows bullying. Do this without (a) teaching bullying, or (b) denigrating children who engage in bulling behaviors. ______________________________________________ Bully Prevention in Positive Behavior Support Scott Ross, University of Oregon 33

Available at

Scott Ross, University of Oregon 35 Norwegian

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Elements of Effective Bully Prevention 37 School-wide PBIS Data Use Bully Prevention Logic Faculty Implementation Student Use of BP-PBIS Advanced Support

What is taught Five Student SkillsFor 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 38

Delivering Bully Prevention in Positive Behavior Support Establish rules for instruction based on 3-5 school-wide positively stated rules Teach “being respectful” Discuss examples of following school-wide rules in specific settings. What do problem behaviors outside the classroom look like: Basketball, Four square, Cafe Line The word “bully” is never used 39

Teach the “Stop Signal” routine If someone is directing disrespectful behavior to you, or someone else, tell them to “stop.” Review how the stop signal should look and sound Firm hand signal Clear voice 40

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 To change bullying we need to change the payoffs for bullying The flame under a glass… remove the oxygen Stop, Walk, Talk A clear, simple, and easy to remember 3 step response 41

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 42

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 43

Teaching a “Stopping Routine” 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” message. 44

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 "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.) 45

Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42(4), 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. 46

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48 BaselineAcquisitionFull BP-PBS Implementation Number of Incidents of Bullying Behavior School Days School 1 Rob Bruce Cindy Scott Anne Ken School 2 School %

BP-PBS, Scott Ross 49 28% increase 19% decrease

BP-PBS, Scott Ross 50 21% increase 22% decrease

Middle Schools: Expect Respect Student forum Multiple lessons On-going assessment of staff fidelity Student survey 51

Building Consensus Collect student survey data Is relational aggression perceived as a problem? Hold student Forums (many formats possible) Share results with whole student-body Scott Ross, University of Oregon 52

Student Forum (middle/high school) 8-10 students selected for leadership/contribution min Content of discussion: 1. Disrespectful behavior is a problem. Damages ability of others to succeed in school. 2. Disrespectful behavior typically keeps happening because it results in attention from peers. 3. 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 routing (Getting help when you feel unsafe) 4. What would be best way to introduce/train these routines? 53

Student Survey 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 No Yes No Yes No Yes No Yes

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Simulated Survey Responses 56 Mean Student Response N = 235

Simulated Survey Results 4 weeks before BP and 4 week after BP 57 Percentage of Students Responding “yes”

How to Implement Bully Prevention in PBS 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 Scott Ross, University of Oregon 58

Scott Ross, University of Oregon 59 Harassment Name Calling/ Inapp Language Physical Aggression

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Scott Ross, University of Oregon 61

Bullying/Harassment Prevention in Positive Behavior Support: Expect Respect Brianna C. Stiller Rhonda N.T. Nese Anne K. Tomlanovich Robert H. Horner Scott W. Ross

Contact Information Curriculum Available at: Scott Ross: Rob Horner: 63