Presentation on theme: "SWPBS: Preventing & Reducing Effectiveness of Bullying Behavior George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University."— Presentation transcript:
SWPBS: Preventing & Reducing Effectiveness of Bullying Behavior George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Aug 18,
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
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)
SYSTEMS “BULLY BEHAVIOR” PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements
Horner, R. H., Sugai, G., & Anderson, C. M. (in press). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality. “Is SWPBS evidence- based practice?”
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% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW
1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Responsiveness to Intervention Academic SystemsBehavioral Systems Circa 1996
RTI Integrated Continuum Mar Academic Continuum Behavior Continuum
All Some Few RTI Continuum of Support for ALL Dec 7, 2007
Continuum of Support for ALL Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people
Continuum of Support for ALL Dec 7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend. Peer interac Ind. play Label behavior…not people
SWPBS look at bullying behavior
Label student Exclude student Blame family Punish student Assign restitution Ask for apology Teach targeted social skills Reward social skills Teach all Individual for non- responsive behavior Invest in positive school-wide culture Doesn’t WorkWorks
Is Behavior an Issue?
SWIS summary (Majors Only) 4,019 schools; 2,063,408 students; 1,622,229 ODRs Grade Range # SchoolsMean Enroll/School Median ODR/100/School Day K K-(8-12)
N = %19%24% 18% Mean % Students Majors Only 91%81%76% 82% Most are responsive…but some need a bit more.
74%82%84% 79% Mean % ODRs Majors Only Students: 9%19%24% 18% And we know who they are!
Aggression-fighting & disrespect K-6 Problem Behavior ODR
Disrespect 6-9 Problem Behavior ODR
Disrespect + tardy, skip, truant 9-12 Problem Behavior ODR