Presentation on theme: "Expect Respect: Bully Prevention in Positive Behavior Support Bruce Stiller, Ph.D. Anne Tomlanovich, M.S. Bruce Stiller, Ph.D. Anne Tomlanovich, M.S."— Presentation transcript:
Expect Respect: Bully Prevention in Positive Behavior Support Bruce Stiller, Ph.D. Anne Tomlanovich, M.S. Bruce Stiller, Ph.D. Anne Tomlanovich, M.S.
Scott Ross, University of Oregon It’s way past time… 2
Scott Ross, University of Oregon Adults only see the tip of the iceberg.
Bullying & Harassment 30% of youth in the United States are estimated to be involved in bullying as either a bully, a target. Staff are likely to underestimate the extent of harassment and bullying. One study showed: 58% of students perceived teasing, spreading lies or rumors, or saying mean things to be problems. Only 25% of teachers perceived these behaviors to be problems. 1 Nansel et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.
Literature Review of Existing Bully Prevention Programs Outcomes less than ideal Most show student knowledge of what to do improves, not that actual behavior changes) Efficiency a major issue Most do not target behavior of bystanders
Core Features of Bully and Harassment Prevention in Positive Behavior Support Remove the reinforcers that maintain socially aggressive behavior. Impact Bystander behavior. Teach all students to identify and label disrespectful behavior. School-wide Stop Signal students can use to interrupt social aggression.
What “Rewards” Bullying? Attention from Bystanders (who may or may not be actually present) Reactions from the Recipient Laughing it off Overreacting Access to items - tangibles; activities
Scott Ross, University of Oregon A Comprehensive Bully Prevention Model Scott Ross, University of Oregon8 Bully Prevention School-wide Behavioral Expectations Teach All Students Practice With Some Students Support Staff Implement Bully Victim Individual Student Supports Collect and use data for decision-making
Scott Ross, University of Oregon
No means no. The rule is: If someone asks you to stop, you stop.
Stop/Walk/Talk Program One Primary Lesson -- 50 minutes -- delivered to all students the same day Class discussion of disrespectful behavior Introduction of Stop Signal Role Playing Follow Up Lessons as needed Gossip; Rumor Spreading Exclusion Cyberbullying Coaching from supervisory personnel is ongoing and critical
Adult Coaching: Accepting Reports When problem behavior is reported, adults follow a specific response: 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 problem still happening? Assess severity of the incident Assess likelihood of retaliation Devise Safety Plan if needed Ask the Student if he/she Used the Stop Signal -- Coach as needed
Data Direct Observation Office Discipline Referral Data Student Survey Data
Scott Ross, University of Oregon 14 BaselineAcquisitionFull BP-PBS Implementation Number of Incidents of Bullying Behavior School Days School 1 Rob Bruce Cindy Scott Anne Ken School 2 School 3 3.14 1.88.88 72%
Scott Ross, University of Oregon BP-PBS, Scott Ross15 21% increase 22% decrease
Fidelity Study - Spring 2009 Fidelity Study Spring 2009 included playground observations; interviews with students and staff; and student focus groups Fidelity Study completed in a 4J elementary school -- one of the schools most invested in Stop/Walk/Talk Results: Students had learned the expected behaviors and could tell researchers what they were supposed to do Adults couldn’t remember all of the coaching steps Students complained that the adults weren’t listening to them
Expect Respect Critical Features of Expect Respect Student Driven (it won’t happen if it’s not) Removal of Social Reinforcers Empowering Students -- How to interrupt socially aggressive behavior Impact Bystander Behavior
What Reinforces Bullying? Attention from Bystanders (who may or may not be actually present) Reactions from the Recipient Laughing it off Overreacting Access to items
Expect Respect: Creating the Curriculum 8 contacts with students throughout the year 4 Adult-lead Lessons: Mix of discussion and experiential lessons (Similations; You-Tube vignettes;) 4 Student forums: All students invited, open forum with a lesson or topic for discussion, “take-away” point to share with classes School-Wide Initiative
Roles TeachersStudentsAdminSupport staff Learn the program and reinforce the program Teach and reinforce the program Support and reinforce the program Support the staff and students and reinforce the program
1.Teach the Adults 2. Taking Reports 3. Teach the students Expect Respect has three main parts
Coaching Steps 1. Active Listening/Reflective statements 2. Next Steps/Take the Report
Lesson Plans 1.Discussion 2.Getting on the bus 3. Youtube 4. Safety plan
Timeline September & October Lessons 1 - 4 Regular check-ins with staff November Student Forum Report out to student body & staff December - May Student Forums Report out to student body & staff June School-wide event to celebrate Expect Respect
Contact Information Bruce Stillerstiller@email@example.com (541)790-7816 Anne Tomlanovich firstname.lastname@example.org email@example.com (541)790-4347