Multitiered Systems of Support Bullying Behavior Presented by

Multi-tiered Systems of Support & Bullying Behavior Presented by Richard Boltax from the work of George Sugai, Rob Horner, Chuck Soufler and Dan Olweus www. pbis. org www. vermontpbis. org

E S O g n P i d R n a t PU s r e d n u r g u n o i y l e l v u o b r p o t m i g n f i To o d n e v o i p t s c e e r p s & r f e o p r o i m v o a r f h e r b o i v e a v i t s r beh o o p p e p d u i s w d l o e r e i t scho i t l u m ( t r ) o s p p m e su t s sy

Framing the Issue Schools are safe places. The seeds of violence are not rooted in school nor can they be solved only at school. The solutions touch on mental health, strength of family and neighborhood, access to weapons, juvenile and criminal law, and the prevalence of violence in the media. Solutions must be comprehensive, coordinated, collaborative, and sustained.

http: //www. youtube. com/watch? v= W 1 g 9 RV 9 OKhg

Bully Free Street Signs in Bensalem, PA

H. 771 2012 A description of how the school board will ensure that teachers and other staff members receive training in preventing, recognizing, and responding to bullying. School boards shall adopt and implement bullying prevention policies as required by Sec. 13 of this act no later than January 1, 2013.

What is bullying? Bullying is characterized by the following three criteria : A) it is aggressive behavior or intentional harm doing; B) it is carried out repeatedly and over time; C) it occurs within an interpersonal relationship characterized by an imbalance of power. (Olweus 1986, 1991, and 1993) Intentional - Repeated - Imbalanced

What is Bullying? • “Bullying” is repeated aggression, harassment, threats or intimidation when one person has greater status, or power than the other. ” • Examples: 9

Basic Principles Bullying can be redirected to more pro-social behavior through: • a systematic restructuring of the social environment • resulting in fewer opportunities for bullying behavior • and smaller social rewards for the bullying child

With a partner, recall a bullying situation from childhood where you were the victim. • Who was present? • What happened? • Did anyone intervene on your behalf? • How long did the whole scenario take?

With a partner, recall a bullying situation from childhood where you were a bystander. • Who was present? • What happened? • Did you intervene on behalf of the victim? Why or why not? • How long did the whole scenario take? • What did you feel at the time? • How do you feel in recalling it?

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

Labeling kids Too much attention on student, not enough on context Non-data based intervention decisions Limited assessment of context ” g n i “Bully Issues Over-emphasis on student responsibility for change Generic intervention responses Limited examination of mechanism

Main Points Avoid labeling & “demonizing” students…. focus on behavior & context in which it occurs Use PBIS framework to address problem bullying behavior Examine data, outcomes, practices, & systems

: S B P W S Basics

SWPBS (aka PBIS) is Framework for enhancing adoption & implementation of Continuum of evidencebased interventions to achieve Academically & behaviorally important outcomes for All students

Integrated Elements Supporting Social Competence & Academic Achievement SY TA DA Supporting Staff Behavior ST EM S OUTCOMES “BULLY BEHAVIOR” PRACTICES Supporting Student Behavior Supporting Decision Making

Prevention Logic for All Biglan, 1995; Mayer, 1995; Walker et al. , 1996 Decrease development of new problem behaviors Prevent worsening & Eliminate Teach, reduce triggers & monitor, & intensity of maintainers of acknowledge existing problem prosocial problem behaviors Redesign of teaching environments…not students

Intensive Targeted Universal Few Some All Dec 7, 2007 Continuum of Support for ALL

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

Intensive Targeted Universal Few Some All Dec 7, 2007 Continuum of Support for ALL

PRACTICE “Making a turn” Effective IMPLEMENTATION Effective Maximum Student Benefits Not Effective Fixsen & Blase, 2009 Not Effective

RCT & Group Design PBIS Studies 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. Reduc ed m randomized effectiveness trial. Prevention Science, 10(2), 100 -115 • ajor dis ciplinar Bradshaw, C. P. , Koth, C. W. , Bevans, K. B. , Ialongo, N. , & Leaf, P. J. (2008). The impact of school Improv y infrac ements -wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of tions i n a elementary schools. School Psychology Quarterly, 23(4), 462 -473. cade E • • nhance mic ac hievem d Bradshaw, C. P. , Mitchell, M. M. , & Leaf, P. J. (2010). Examining the effects of School-Wide percep & ent safety tion of Positive Behavioral Interventions and Supports on student outcomes: Results from a organiz randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior ational • Impr health Interventions, 12, 133 -148. oved s c h o o Bradshaw, C. P. , Reinke, W. M. , Brown, L. D. , Bevans, K. B. , & Leaf, P. J. (2008). Implementation l climat • R e e duction of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: s in tea Observations from a randomized trial. Education & Treatment of Children, 31, 1 -26. behavi cher re o r ported & peer Horner, R. , Sugai, G. , Smolkowski, K. , Eber, L. , Nakasato, J. , Todd, A. , & Esperanza, J. , (2009). A bullying r e jection randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133 -145. 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. Waasdorp, T. E. , Bradshaw, C. P. , & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial.

t a k o o l SWPBS g n i y l l u b r o i v a h be

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

Why do bully behavior? Victim Get/obtain atten • • • Bysta Self-d nder eliver tion Escape/avoid atten tion ed pr • T aise angib le acc E. g. , stuff, things, attention, ess status, money, activity, attention, etc. E. g. , same…but less likely

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 De-emphasis on adding consequence for problem behavior Add conseq. that maintain SS

Target Initiator Continuum of Behavior Fluency Context or Setting Bystander Staff

Give Priority to Effective Practices Less Effective More Effective Label Student Teach All Specific SS Exclude Student Use Data Blame Family Actively Supervise Punish Student Reinforce Expect Beh Assign Restitution Individualize for Non-Resp Require Apology Invest Prev Sch Culture

4 basic f i. … s e i g strate ’ n i h t u n o d u o y else….

MUST… 1. Teach common strategy to all . . • Be e asy & d o-able • Be c by all ontext ually re • levant • “Stop-Walk-Talk” Result in early diseng ageme • “Talk-Walknt • Incr ease pr Squawk” e dictabi • Be p lity re-emp tive • “Whatever & Walk” • Be t eachab le • Be b rief •

An approach to school-wide Bully Prevention • Establish a whole-school social culture where positive behavior is “expected” and rewards for bullying are NOT provided. • Teach “be respectful” as a basic concept for the school • Teach what “not respectful” looks like. • All students know what is expected, and can identify the difference between respectful and disrespectful behavior. • Student to student • Student to adult • Adult to student

Student BP Orientation • Given school-wide expectations • Conduct a 30 min training in each classroom: • Logic: Everyone should be treated with respect • Everyone should avoid rewarding disrespectful behavior • Skills: Know what it means to be “respectful” • Know what to do if someone is disrespectful to you • Know what to do if someone asks you to “stop” • Know what to do if someone is disrespectful to someone else • Know how to get help from an adult 35

Student BP Orientation • Learning requires a respectful setting. • What does it mean to be respectful? • Provide examples of being respectful in class, on playground, in cafeteria • What does it look like if someone is NOT respectful? • Provide examples • Why are people not respectful to each other? Why does disrespectful behavior keep happening? • Discussion • Disrespectful behavior keeps happening in most cases because it results in attention from others. Scott Ross, University of Oregon 36

Scott Ross, University of Oregon 37

Student BP Orientation What does attention from others look like? Peer attention comes in many forms: – Arguing with someone who teases you – Laughing at someone being picked on – Simply watching someone be hurt and doing nothing (watching is attention) • Provide the core message: Take away the attention that sustains disrespectful behaviors. The candle under a glass • Stop, Walk, Talk A clear, simple, and easy to remember 3 step response 38

Teach a Three-Step Skill that can be used in If you encounter behavior that is NOT all places at all times. Keep it respectful simple Stop ---- Walk ---- Talk Say and Show “STOP” Walk Away Scott Ross, University of Oregon Talk to an Adult 39

Discuss how showing/s aying “stop” could be done so it was an aggressiv e response Why do we use the “stop” message? Discuss how showing/s aying “stop” could be done so it still rewarded disrespect ful behavior 40

Teach how to respond if someone says “Stop” • Eventually, every student will be asked to stop. When this happens, they should do the following things – Stop what you are doing – Take a deep breath – Go about their day (no big deal) • These steps should be followed even when you don’t agree with the “stop” message. 41

“Stop” means stop. The rule is: If someone asks you to stop, you stop. Scott Ross, University of Oregon

Saying stop when someone else is being treated disrespectfully • Remember: Even if all you do is “watch” a bad situation, you are providing attention that rewards disrespectful behavior. • If you see someone else being treated disrespectfully: – Say and show “stop” to the person being disrespectful – Offer to take the other person away for a little bit. – If they do not want to go, that is okay…just walk away. Scott Ross, University of Oregon 43

Teach “getting help” • Report problems to adults – Where is the line between tattling, and reporting? • The adult should always ask: – Did you say, “stop” – Did you walk away?

Social Responsibility Matrix Location 1 Location 2 Location 3 Location 4 Playground Lunch Room Hall way Bus Area Identify problem behavior Pushing in Throwing line: food: Not respectful Not responsible Name calling: Not respectful Pushing others: Not safe Not respectful “Stop” signal (for self/for others) “stop” Walk away Tell teacher Walk skill Reporting Skill

Faculty/Staff Orientation: Objectives • Faculty can define logic for BP-PBIS • Common “stop” signal adopted for whole school • Faculty can teach “student orientation” skills • Faculty reward/recognize student use of BP “stop” routine • Faculty manage “student reporting” routine • Faculty can deliver “booster training” • Faculty can deliver “pre-corrects” • Faculty collect and use data for decision making Scott Ross, University of Oregon 46

Faculty/Staff BP Orientation: Bully Prevention Logic • Provide logic: – Define bullying behavior – Define the impact of bullying behavior on social and educational outcomes for students. – Review current data from school – ODRs for harassment, aggression, fighting, inappropriate language – Review informal reports from students, faculty or families. – Conduct survey (if appropriate) – Review national patterns – 30% of students report experiencing bullying behavior – Review goal for embedding bully prevention within current PBIS effort – Provide summary of BP-PBIS core elements – Review empirical support for Bully Prevention within PBIS 62

Faculty/Staff BP Orientation: Deliver Student Orientation • How to Deliver the Student Bully Prevention Orientation – Review logic for being “respectful” – Need to remove the attention (oxygen) that sustains disrespectful behavior. – Teach four student skills. • How to indicate “stop” if you are treated disrespectfully • How to respond if someone asks you to “stop. ” • How to say “stop” if you see someone else treated disrespectfully • How to walk away and get help – Teach students to be clear about what to expect from adults when they ask for help.

Faculty/Staff BP Orientation: Rewarding Appropriate Behavior • Effective Implementation and Generalization of BP routines requires that students receive recognition for appropriate behavior, the FIRST time they attempt to use the new skills. – Look for students that use the 3 step response (Stop-Walk-Talk) appropriately and provide recognition of their skill. – Students that struggle with problem behavior (either as victim or perpetrator) are less likely to attempt new approaches. • Reward them for efforts that are good approximations. 49

Faculty/Staff BP Orientation: Responding to Report of Bullying When any problem behavior is reported, adults follow a specific response sequence: Ensure the student’s safety. Is the bullying still happening? Is the reporting child at risk? What does the student need to feel safe? What is the severity of the situation Determine if “stop” response was used If “stop” used provide praise, and connect with perpetrator If “stop” response was not used, practice the Stop-Walk-Talk routine with the student reporting a problem. Determine if “stop” response was followed If “stop” not followed, practice how to stop when asked. 50

When the reporting child did it right… With student reported to have done bullying: "Did ______ tell you to stop? " » If yes: "How did you respond? ” » If no: Practice the 3 step response. "Did ______ walk away? " » If yes: "How did you respond? ” » If no: Practice the 3 step response (stop-walk-talk). » The amount of practice depends on the severity and frequency of problem behavior Scott Ross, University of Oregon 51

Faculty/Staff BP Orientation: Pre-correcting • Pre-correcting for effective bully prevention. – First two weeks after whole-school BP orientation • Identify 2 -3 times when bullying is most likely (playground, cafeteria, assembly). • For the first two weeks after training, teachers will rehearse “Stop-Walk-Talk” guidelines just before releasing students for the activity. Scott Ross, University of Oregon 52

www. pbis. org

Adapting for Middle/ High School • Students involved in selecting the “stop” responses (gesture, word) • Consider more active role for students as trainers of the Stop/Walk/Talk response sequence. 54

2. Precorrect Before, During, After • Analyze problem setting • Reteach • Anticipate, remind, & practice • Replace triggers & maintainers • Reinforce desired

Meet Dan Olweus The Olweus Bully Prevention Program © The Olweus Bullying Prevention Group, 2004

A Brief Q&A for School Personnel Using the Olweus Bully/Victim Questionnaire http: //www. hazelden. org/OA_HTML/ibe. CCtp. Itm. Dsp. Rte. jsp? item=14432&sitex=10020: 22372: US Why survey students about bullying? Surveying students about bullying can help your school’s efforts by: • Increasing awareness and motivation on the part of school staff and parents to address bullying at school; • Providing information critical to planning your bullying prevention effort; • Providing a baseline from which to measure progress in reducing bullying.

Specific Rules Against Bullying • I will not bully. • I will not use hate language. (middle school, highschool) • I will try to help students who are bullied. • When I know someone is being bullied I will report it to an adult. • I will include students who are easily left out in my activities.

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

Self evaluation Take a hard look at yourself Do you bully in the classroom? – Do you frequently criticize your students? – Is your tone of voice unnecessarily harsh? – Do you teach and model the art of negotiation? – Do you yell at students? – Do you use sarcasm to discipline? Do you model the behaviors you want from your students? 60

Non-Classroom Management: Self-Assessment Name_______________ Date_______ Setting □ Hallway □ Entrance □ Cafeteria □ Playground □ Other________ Time Start_____ Time End _____ Tally each Positive Student Contacts Total # Tally each Negative Student Contacts Total # Ratio of Positives to Negatives: _____: 1

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” = “Supervision” 5 -6 “yes” = “So-So Supervision” <5 “yes” = “Improvement Needed” # Yes______

• Specific • Informative 4. Reinforce • Frequent Taught • Effective Skills • Contextually relevant • Sincere

Big idea: Use PBIS framework to address bully behavior prevention • Establish positive, predictable, consistent, rewarding Goal 1 school culture for all across all settings • Teach social skills that work at least as well as or better than problem behavior Goal 2 • Respond to nonresponsive behavior positively & differently, rather than reactively & more of same Goal 3 • Actively supervise & precorrect for problem behaviors & settings, especially nonclassroom Goal 4 Goal 5 • Individualize support based on responsiveness & effect

Advanced Support • School-wide PBIS and BP-PBIS will not be sufficient for all students. • Aggressive, bullying behaviors occur for many reasons – Mental Health issues – Family dynamics – Disabilities • Use your data to identify students in need of more intense support and refer them to your team. 65

Phase Implementing Bully Prevention Content Action Exploration Does your school need a • Office discipline bully prevention referrals program? • Student survey • Faculty/ family reports Installation Build the foundation Faculty Orientation • Team developed/trained • “Stop” signal selected • Faculty orientation (logic) Implement Bully Prevention within SWPBIS Develop and deliver student orientation • Build BP curriculum and teaching plans • Teach BP-PBS to all students • Schedule and conduct “booster” Full Implementation Monitor fidelity and impact Adapt to unique needs. • Collect and use data 66 • Coaching and Training Capacity developed

How to Implement Bully Prevention in PBS • School • District • Implement School-wide PBS • Build expectation for all schools • Faculty commitment • Faculty introduction to BP • Team to implement • Build BP lessons for students • Train all students • Fall orientation emphasis on social behavior • District trainer/coordinat or • Booster/Follow up lessons Scott Ross, University of Oregon 67

• http: //www. youtube. com/watch? v=T a. RVv. Rv 7 a. M&feature=share&fb_sourc e=message