1. SWPBS: Preventing & Reducing Effectiveness of Bullying Behavior
George Sugai
OSEP Center on PBIS
Center for Behavioral Education & Research
University of Connecticut
Nov 5, 2010

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

3. SWPBS:
Re/over-view

4. 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)

5. SWPBS is Framework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students

6. All about implementation

7. Implementation must be culturally responsive & shaped
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

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

9. Biggest, durable effect17
SWPBS
Practices
School-wide
Classroom
Family
Non-classroom
Smallest #
Evidence-based
Biggest, durable effect
Student

10. EVIDENCE- BASED INTERVENTION PRACTICES
SCHOOL-WIDE
Leadership team
Behavior purpose statement
Set of positive expectations & behaviors
Procedures for teaching SW & classroom-wide expected behavior
Continuum of procedures for encouraging expected behavior
Continuum of procedures for discouraging rule violations
Procedures for on-going data-based monitoring & evaluation
EVIDENCE- BASED INTERVENTION PRACTICES
CLASSROOM
All school-wide
Maximum structure & predictability in routines & environment
Positively stated expectations posted, taught, reviewed, prompted, & supervised.
Maximum engagement through high rates of opportunities to respond, delivery of evidence- based instructional curriculum & practices
Continuum of strategies to acknowledge displays of appropriate behavior.
Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT
Behavioral competence at school & district levels
Function-based behavior support planning
Team- & data-based decision making
Comprehensive person-centered planning & wraparound processes
Targeted social skills & self-management instruction
Individualized instructional & curricular accommodations
NONCLASSROOM
Positive expectations & routines taught & encouraged
Active supervision by all staff (Scan, move, interact)
Precorrections & reminders
Positive reinforcement
FAMILY ENGAGEMENT
Continuum of positive behavior support for all families
Frequent, regular positive contacts, communications, & acknowledgements
Formal & active participation & involvement as equal partner
Access to system of integrated school & community resources

11. 23 ALL SOME FEW Tertiary Prevention: Specialized CONTINUUM OF
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
FEW
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
SOME
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings 23
ALL
~80% of Students

12. RtI IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED CONTINUOUS
INTERVENTIONS
CONTENT EXPERTISE & FLUENCY
PREVENTION
& EARLY INTERVENTION
CONTINUOUS
PROGRESS MONITORING
UNIVERSAL SCREENING
DATA-BASED
DECISION MAKING & PROBLEM SOLVING
RtI

13. Responsiveness to Intervention
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%
Circa 1996

14. 23 RTI Behavior Continuum Academic Continuum Integrated Continuum
NOTICE GREEN GOES IS FOR “ALL”
Mar

15. Continuum of Support for ALL23
RTI
Continuum of Support for ALL
Universal
Targeted
Intensive
Few
Some
NOTICE GREEN GOES IS FOR “ALL”
All
Dec 7, 2007

16. Continuum of Support for ALL
Universal
Targeted
Intensive
Math
Science
Spanish
Reading
NOTICE GREEN GOES IS FOR “ALL”
Soc skills
Soc Studies
Basketball
Label behavior…not people
Dec 7, 2007

17. ESTABLISHING CONTINUUM of SWPBS
TERTIARY PREVENTION
TERTIARY PREVENTION
Function-based support
Wraparound
Person-centered planning
~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 & classroom discipline
Positive reinforcement
Effective instruction
Parent engagement
Active supervision
PRIMARY PREVENTION
~80% of Students

18. SWPBS look at bullying behavior

19. Our Starting Point Current efforts must be conceptually grounded
Research-evidence base should be examined
An operational/measurable definition of “bullying” needs to be found/developed
Relevant & doable guidelines for responding to bullying behavior are needed

20. Increased problem awareness More emphasis on prevention
Good “things” about Bullying efforts
Increased problem awareness
More emphasis on prevention
More curriculum development & research
Greater focus on all students

21. “Bullying” Issues Labeling kids Generic intervention responses
Limited examination of mechanism
Over-emphasis on student responsibility for change
Non-data based intervention decisions
Too much attention on student, not enough on recipients

22. Is Behavior an Issue? Step 1 Step 2 Step 3
Implement SWPBS continuum w/ fidelity
Review SW data at least monthly
Step 2
Modify implementation plan based on data
Implement modifications w/ fidelity
Step 3
Monitor implementation fidelity
Monitor student progress & responsiveness
Modify as indicated by data

23. Median ODR/100/School Day
SWIS summary (Majors Only) 4,019 schools; 2,063,408 students; 1,622,229 ODRs
Grade Range
# Schools
Mean Enroll/School
Median ODR/100/School Day
K-6
2565
452
.22
6-9
713
648
.50
9-12
266
897
.68
K-(8-12)
474
423
.42

24. Most are responsive…but some need a bit more.
Mean % Students Majors Only
Most are responsive…but some need a bit more. 9%
19%
24%
18%
91%
81%
76%
82%
N =

25. Mean % ODRs 2009-2010 Majors Only
And we know who they are!
74%
82%
84%
79%
Students: 9%
19%
24%
18%

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

27. 6-9 Problem Behavior ODR
Disrespect

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

29. Avg Ref/Day/Month

30. 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

31. # Ref by Problem Behavior

32. SWIS Definition of Bullying Behavior

33. # Ref by Location

34. # Ref by Time of Day

35. # Ref by Student

36. Reconceptualizing Bullying from Behavior Analytic Perspective for SWPBS
Emphasize overt observable behavior
Consider sets of behavior w/ similar function
Examine behavior in context
Specific relationship between behavior & context
Describe behavioral learning histories
Change context to change probability of behavior

37. OUR BEHAVIORAL PERSPECTIVE
“Do”
Learning history
“Context” or environment
Context manipulation
Data-based decision making

38. What is “bullying?” Remember Behavior “Label behavior, not people…’
So, say, “bully behavior”
Behavior
Verbal/physical aggression, intimidation, harassment, teasing, manipulation

39. Continuum of Support for “Manuella”
Universal
Targeted
Intensive
Anger man.
Harassment
Ind. play
Adult rel.
NOTICE GREEN GOES IS FOR “ALL”
Baker, 2005 JPBI
Attend.
Coop play
Peer interac
Label behavior…not people
Dec 7, 2007

40. E.g., same…but less likely
Why do bully behavior?
Get/obtain
E.g., stuff, things, attention, status, money, activity, attention, etc.
Escape/avoid
E.g., same…but less likely
Victim attention
Bystander attention
Self-delivered praise
Tangible access

41. Why is “why” important? PREVENTION
Teach effective, efficient, relevant alt. SS
Remove triggers of BB
Add triggers for alt. SS
Remove conseq. that maintain BB
Add conseq. that maintain SS
PREVENTION
De-emphasis on adding consequence for problem behavior

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

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

44. 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

45. 1. Teach common strategy to all
“Stop-Walk-Talk”
“Talk-Walk-Squawk”
“Whatever & Walk”
MUST…..
Be easy & do-able by all
Be contextually relevant
Result in early disengagement
Increase predictability
Be pre-emptive
Be teachable
Be brief

47. BP-PBS
The use of the Bullying Prevention in Positive Behavior Supports (BP-PBS) has resulted in clear decreases in bullying behavior, as well as increases in adaptive student responses to bullying.

48. 72% Number of Incidents of Bullying Behavior 3.14 1.88 .88 48
Baseline
Acquisition
Full BP-PBS Implementation
Rob
School 1
Number of Incidents of Bullying Behavior
Bruce
Cindy
School 2
Scott
Anne
School 3
Ken
72% 48
3.14
1.88
.88
Scott Ross, University of Oregon
School Days

49. Scott Ross, University of Oregon
21% increase
22% decrease
Recipients of bullying said “stop” 30% of the time (a 28% increase from baseline),
helped the victim “walk” away 13% of the time (a 10% increase),
delivered a positive response 8% of the time (an 11% decrease),
delivered a negative response 15% of the time (a 19% decrease),
and delivered no response 34% of the time (a 9% decrease).
Bystanders of bullying said “stop” 22% of the time (a 21% increase),
helped the victim “walk” away 13% of the time (an 11% increase),
delivered a positive response 17% of the time (a 22% decrease),
delivered a negative response 8% of the time (a 10% decrease),
and delivered no response 41% of the time (a 1% increase). 49
BP-PBS, Scott Ross
Scott Ross, University of Oregon

50. Before During After 2. Precorrect Analyze problem setting
Describe problem behavior
Identify triggers & function
Identify acceptable alternative behavior
Modify setting to prevent
Check-in w/ student to remind of desired behavior
During
Monitor
Remind
Reinforce
Redirect
After
Correct
Reinforce approximations
Reteach

51. 3 middle school age students (2 boys, 1 girl, AA, W, Hisp)
Problem Behavior: talking, annoying others, out of seat, sleeping, etc.
DV: % intervals on-task
10 minutes (15s momentary t.s.)
Multiple Baseline Design
IV: Greeting: Student name + positive statement, then normal routines
Allday & Pakurar (2007)

52. 3. Actively Supervise
Move
Scan
Interact positively
Model expectations
Reward appropriate behavior
Remind & precorrect

53. Non-Classroom Management: Self-Assessment
Name______________________________
Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________
Time Start_________
Time End _________
Tally each Positive Student Contacts
Total #
Ratio of Positives to Negatives: _____: 1
Tally each Negative Student Contacts

54. Did I have at least 4 positive for 1 negative student contacts?
Yes No
2. Did I move throughout the area I was supervising?
3. Did I frequently scan the area I was supervising?
4. Did I positively interact with most of the students in the area?
5. Did I handle most minor rule violations quickly and quietly?
6. Did I follow school procedures for handling major rule violations?
7. Do I know our school-wide expectations (positively stated rules)?
8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______

55. PBIS Prevention Goals & Bullying Behavior
Establish positive, predictable, consistent, rewarding school culture for all across all settings
Goal 2
Teach social skills that work at least as well as or better than problem behavior
Goal 3
Respond to nonresponsive behavior positively & differently, rather than reactively & more of same
Goal 4
Actively supervise & precorrect for problem behaviors & settings, especially nonclassroom
Goal 5
Individualize support based on responsiveness & effect

56. pbis.org swis.org cber.org
pbis.org swis.org cber.org