1. SWPBS: Reducing Effectiveness of Bullying Behavior George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut January 19, 2011 www.pbis.org www.cber.org www.swis.org

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

5. SWPBS: Re/over-view

6. 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)

7. SWPBS is

9. RtI Reducing Bullying

10. All Some Few Continuum of Support for ALL Dec 7, 2007

11. ~80% of Students ~5% ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION ~15%

12. Continuum of Support for “Manuella” Dec 7, 2007 Harassment Computer Lab Social Studies Physical Intimidation Adult Relations. Attendance Literacy Label behavior…not people

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

15. Agreements Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

16. Classroom SWPBS Practices Non-classroom Family Student School-wide

17. SWPBS look at bullying behavior

18. Our Starting Point

19. Reconceptualizing Bullying from Behavior Analytic Perspective for SWPBS

21. Victim attention Bystander attention Self-delivered praise Tangible access

22. PREVENTION De-emphasis on adding consequence for problem behavior

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

24. Is Behavior an Issue?

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

26. Disrespect 6-9 Problem Behavior ODR

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

28. Avg Ref/Day/Month

29. 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

30. # Ref by Problem Behavior

31. SWIS Definition of Bullying Behavior

32. # Ref by Location

33. # Ref by Time of Day

34. # Ref by Student

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

36. 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 Doesn’t WorkWorks

37. MUST….. Be easy & do-able by all Be contextually relevant Result in early disengagement Increase predictability Be pre-emptive Be teachable Be brief

38. www.pbis.org

39. 2. Precorrect

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

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

44. PBIS Prevention Goals & Bullying Behavior