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Bullying Prevention and Positive Behavior Intervention & Support Margaret A. Gannon, Southeast PBIS Coordinator Correy Watkins, Central PBIS Coordinator.

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Presentation on theme: "Bullying Prevention and Positive Behavior Intervention & Support Margaret A. Gannon, Southeast PBIS Coordinator Correy Watkins, Central PBIS Coordinator."— Presentation transcript:

1 Bullying Prevention and Positive Behavior Intervention & Support Margaret A. Gannon, Southeast PBIS Coordinator Correy Watkins, Central PBIS Coordinator

2 What is Bullying? Bullying is when a person is picked on over and over again by an individual or group with more power, either in terms of physical strength or social standing.

3 Range of Approaches Taken by Schools to Address Bullying Nothing Awareness-raising efforts Reporting, tracking Zero tolerance (school exclusion) Individual treatment Group treatment Self-esteem enhancement for bullies Mediation, conflict resolution programs Curricular approaches and… COMPREHENSIVE APPROACHES such as PBIS!

4 PBIS and Bullying Principles It is critical to develop a school climate that: Is supportive of racial, cultural, and other forms of diversity Is warm Has clear expectations for students and staff that are taught and reinforced Has consequences for unacceptable behavior Has positive interest Has involvement from adults Addresses hate crimes and conflicts in school and the community

5 The goal of Bully Prevention-PBIS (BP-PBIS) is to reduce peer maintained problem behavior outside of the classroom

6 BP-PBIS Requires only a small amount of additional resources from the school Schools are required to first maintain effective SW systems to at least 80% on the SET Having SW PBIS already in place will likely increase community buy-in, resource allocation, and on-going professional support

7 BP-PBIS (continued) Focuses on improvement of behaviors that are specific, observable, and measurable. Behavior definitions will not speculate on: The intent of the behavior The power of the individuals involved The frequency of its occurrence Single incidents of problem behavior between children of similar power will be responded to in an equal manner.

8 Six Key Features of BP-PBIS 1.The use of empirically-tested instructional principles to teach expected behavior outside the classroom to all students. 2.The monitoring and acknowledgement of students for engaging in appropriate behavior outside the classroom. 3.Specific instruction and pre-correction to prevent bullying behavior from being rewarded by victims or bystanders.

9 Six Key Features of BP-PBIS (continued) 4.The correction of problem behaviors using a consistently administered continuum of consequences. 5.The collection and use of information about student behavior to evaluate and guide decision making. 6.The establishment of a team that develops, implements, and manages the BP-PBIS effort in a school.

10 School-Wide Interventions Train all school personnel to recognize signs of bullying Develop school expectations regarding against bullying (e.g., safety) Use consistent consequences Increase supervision in hot spots Hold staff discussion groups Actively involve parents

11 Interventions at the Classroom Level Teach, post, and discuss school expectations and rules –Teach lessons on topics, such as gossip, inappropriate remarks, and cyber bullying Consistently use positive reinforcement and consequences Incorporate bullying themes across the curriculum Hold regular class meetings

12 Assumptions / Goals Assumptions –School is implementing at the Universal level (behavioral expectations) –Bullying continues to be a problem Goals –Define why bullying is worth addressing –Provide a comprehensive model for bully prevention –Provide description of core elements of UNIVERSAL level bully prevention –Provide data demonstrating (a) reduction in bullying and (b) improved perception of school safety. 12

13 The Logic: Why Invest in Bully Prevention? The National School Safety Center (NSSC) called bullying the most enduring and underrated problem in U.S. schools. (Beale, 2001) Nearly 30 percent of students have reported being involved in bullying as either a perpetrator or a victim. (Nansel, et al., 2001; Swearer & Espelage, 2004). Victims and perpetrators of bullying are more likely to skip and/or drop out of school. (Berthold & Hoover, 2000; Neary & Joseph, 1994) Victims and perpetrators of bullying are more likely to suffer from underachievement and sub-potential performance in employment settings. (Carney & Merrell, 2001; NSSC, 1995).

14 Why Invest in School-wide Bully Prevention?

15 Most bully prevention programs focus on the bully and the victim Problem #1: Inadvertent teaching of bullying Problem #2: Blame the bully Problem #3: Ignore role of bystanders Problem #4: Initial effects without sustained impact. Problem #5: Expensive effort

16 What do we need? Bully prevention that fits with existing behavior support efforts Bully PREVENTION, not just remediation Bully prevention that is sustainable.

17 Bully Prevention in Positive Behavior Intervention & Support: The Foundation

18 Bullying behavior occurs in many forms, and locations, but typically involves student-student interactions. Bullying is seldom maintained by feedback from adults What rewards Bullying Behavior? Likely many different rewards are effective. Most common are: »Attention from bystanders »Attention and reaction of victim »Access to resources (materials, activity) »Self-delivered reward

19 Consider the smallest change that could make the biggest impact on bullying: –Remove the pay off (e.g., praise, attention, recognition) that follows bullying. –Do this without: teaching bullying or denigrating children who engage in bulling.

20 A Comprehensive Bully Prevention Model

21 School-wide Behavioral Expectations Bully PreventionIndividual Student Supports Teach All Students Practice With Some Students Support Staff Important BullyVictim Collect and use data for decision-making

22 Teach All Students Teach school-wide expectations (include be respectful) Teach students to recognize respectful versus non-respectful behavior. Teach the pay off for not being respectful You get attention (which comes in many forms) You get materials/activities Teach what to do if you experience non-respectful behavior. Stop Walk Away Talk (Get Help)

23 Why Does Non-respectful Behavior Keep Happening? Discuss why kids exhibit problem behavior outside the classroom Peer attention comes in many forms: Arguing with someone that teases you Laughing at someone being picked on Watching problem behavior and doing nothing The candle under a glass cup

24 The Stop Signal – A Three Step Response 1.Stop 2.Walk 3.Talk

25 The Stop Signal (The entire school must use the same stop signal) Teach the school-wide stop signal for problem behavior Model the use of stop signal when they experience problem behavior or they see another student experiencing problem behavior Practice and review how the Stop Signal should look and sound: Firm hand signal Clear voice

26 Teach the Stop Signal If someone is directing problem behavior to you, or someone else, tell them to stop. Because talking is hard in emotional situations… always include a physical signal to stop.

27 Examples of When to Use the Stop Signal Alisha pokes Ronnie in the back over and over while in line Daniel steals the ball away from Noah when they are not playing a game that involves stealing. Roberta teases Rachel and calls her a derogatory name.

28 Walk Away Sometimes even when students tell others to stop, the problem behavior will continue. When this happens, students are to walk away from the problem behavior

29 Walk Away Model walking away when students experience continued problem behavior or when they see another student experiencing continued problem behavior. –Walking away removes the reinforcement for problem behavior –Teach students to encourage one another when they use the appropriate response Practice walking away with student volunteers –Give examples of when to walk away and at least one of when not to walk away

30 Remember: walking away removes the reinforcement for problem behavior. Teach students to encourage one another when they use the appropriate response.

31 Talk: Report Problems to an Adult Teach students that even when they use stop and they walk away from the problem, sometimes students will continue to behave inappropriately toward them. When that happens, students should talk to an adult.

32 Talk Model the talk technique students should use when they experience continued problem behavior or when they see another student experiencing continued problem behavior.

33 Please Note!! If any student is in danger, the stop and walk away steps should be skipped, and the incident should be reported immediately.

34 Talking versus Tattling Talking –When the student has tried to solve the problem him/herself and has used the stop and walk steps first: Did the student request stop? Did the student walk away? Tattling –When a student does not use the stop and walk way steps before talking to an adult –When the students goal is to get the other person in trouble

35 Talk Describe to students how they should expect adults to respond to talk –Adults will ask you what the problem is –They will ask if you said stop –They will ask if you walked away calmly Practice talk with student volunteers at the front of the class. –Be sure to use examples of how to talk and at least one example of when not to talk

36 Review Stop/Walk/Talk Test students orally on how they should respond to various situations involving problem behavior Include questions that involve each possible scenario: –Using Stop, Walk, and Talk –Responding to Stop, Walk, and Talk

37 Teaching a Reply (What to do when YOU are asked to stop ) Eventually, every student will be told to stop. When this happens, they should do the following things: Stop what they are doing Take a deep breath Go about their day (no big deal) These steps should be followed even when they dont agree with the stop

38 Extra Practice with Some Students For students with high rates of physical and verbal aggression. Pre-correction On-site practice For students who are more likely to be victims who reward physical and verbal aggression.

39 When the child did it right … Adults initiate the following interaction with the Perpetrator: Reinforce the student for discussing the problem with you "Did ______ tell you to stop?" »If yes: "How did you respond?" Follow with step 2 »If no: Practice the 3 step response. "Did ______ walk away?" »If yes: "How did you respond?" Follow with step 3 »If no: Practice the 3 step response. Practice the 3 step response. »The amount of practice depends on the severity and frequency of problem behavior

40 Rewarding Appropriate Behavior Effective Generalization requires the prompt reinforcement of appropriate behavior, the FIRST time it is attempted Look for students that use the three step response appropriately and reward Students that struggle with problem behavior (either as victim or perpetrator) are less likely to attempt new approaches. –Reward them for efforts in the right direction.

41 Bully Prevention in PBIS Faculty Follow-Up

42 Supporting Staff Behavior When any problem behavior is reported, adults follow a specific response sequence: Reinforce the student for reporting the problem behavior (i.e., "I'm glad you told me.") Ask who, what, when and where. Ensure the students safety. Is the bullying still happening? Is the reporting child at risk? Fear of revenge? What does the student need to feel safe? What is the severity of the situation "Did you tell the student to stop?" (If yes, praise the student for using an appropriate response. If no, practice) "Did you walk away from the problem behavior?" (If yes, praise student for using appropriate response. If no, practice.)

43 Roles of BP-PBIS Implementation at Your School PBIS Team Takes the lead with implementation Determines a School-wide Stop Signal Develops schedule for student BP training (initial and follow-up) Plans ongoing support of administrators and teachers Evaluates student outcome data (ODRs) Implementation Checklist Faculty Follow Up Working with the district to maintain efforts

44 Roles (continued) Teachers –Reads Manual –Delivers Initial Lessons and Follow up lessons –Incident Reports –Practice with Students –Reinforce Appropriate Behavior –Give feedback to PBIS team Administrators –Reads Manual –Practice with students –Check-ins –Incident Reports –Reinforce!

45 Practice Break up into groups of two and: For three minutes, practice the stop response, along with how to reply when someone uses the stop response on you. (Make sure that each person is able to practice each roll) Next, break up into groups of four and: Practice the entire SWT response: Separate roles into: Supervisor, Perpetrator, Victim, and Bystander. Try to find situations where Stop/Walk/Talk may not be enough.

46 BP-PBIS Effectiveness Survey Staff survey –Can be completed weekly, monthly, etc., depending on the needs of the school Decision making flow chart –Can assist in meaningful decisions that impact the outcomes of the program.

47 PB-PBIS Decision Making Flowchart Questions:Responses: Do students know the SW expectations and the stop signal? NO Re-teach SW expectations and the stop signal. Yes Do faculty/staff use of pre-correction strategy with students? NO Review pre-correction strategy and reward staff for its implementation Yes Do faculty/staff use the review routine when students report problem behaviors? NO Re-teach the review routine to staff and reward them for using it with students. Yes Are there specific settings where BP-PBIS strategies are not used effectively? NO Conduct Student Booster in applicable settings. Yes Do students at risk for aggression behave more appropriately? NO These students may require more intense individual interventions and a Functional Behavior Assessment

48 To Learn More J.H. Hoover, R. Oliver, and R.J. Hazler, "Bullying: Perceptions of adolescent victims in Midwestern USA," School Psychology International 13:5-16,1992. S. Ross, R. Horner, and B. Stiller, Bully Prevention in Positive Behavior Intervention & Support

49 Margaret A. Gannon Correy Watkins


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