1. Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org

2.  Identify Setting Specific Behaviors  Develop Teaching Strategies  Develop Practice Opportunities and Consequences  Assess the Physical Characteristics  Establish Setting Routines  Identify Needed Support Structures  Data collection strategies

3.  Identify problems ◦ Student to adult ◦ Student to student ◦ Student to system  Generate a list of replacement behaviors {What do you want students to do?}  Frame in positive observable terms  Use students’ input

4. RAHClassroomHallway/ Commons CafeteriaBathrooms Respect Be on time; attend regularly; follow class rules Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet Achievement Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it Honor Do your own work; tell the truth Be considerate of yours and others’ personal space Keep your own place in line, maintain personal boundaries Report any graffiti or vandalism

5.  Develop social skill lessons  Provide multiple opportunities to practice  Develop pre-correction strategies  Involve ALL staff (and students) in instruction

6.  Specific verbal feedback using language of social skills  Reinforcers / Incentives  Teach in settings / Practice in settings  Error corrections  Uniform standards and outcomes for serious rule offenses

7.  Determine which environmental factors contribute to the problem  Determine which environmental factors can be modified  If factors cannot be modified, what supervision is required?

8.  Everyone knows, and follows, the rules  Routines established that allow students to demonstrate appropriate skills & minimize problem behavior  Adult monitoring  Feedback

9. Such as….  Reschedule transitions or activities to allow adequate adult supervision  Insure all supervisory staff are fluent with nonclassroom procedures  Insure all staff participating

10.  Conduct social skill lessons  Provide pre-corrects / prompts  Implement support structures (e.g., supervision, altered schedules)  Provide feedback

11.  Anecdotal data  Behavior counts  Behavioral Infractions from targeted setting

13. “A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students” (Elliott, 2002)

14. 1. Physical 2. Verbal 3. Emotional 4. Sexual

15.  Perpetrator  Victim  Bystander - do not directly participate but reinforce the bully  Non-participant - do not participate, simply present, but take no action to prevent

16.  Passive-submissive – anxious, fearful, withdrawn, bully reinforced by occasioning the behavior  Provocative – display annoying and aggressive responses & thereby inadvertently reinforce the “bully”

17.  Boys = “direct” physical / verbal intimidation  Girls = “indirect” gossip and rumors  Males = larger numbers of both bullies and victims

18. BullysVictims Individual  Impulsive, dominant, lacks empathy  Positive attitude toward violence  Difficulty conforming to rules  Physical strength (males)  Gradual decrease in academic achievement  Assume leadership roles in core groups of peers (female)  More likely to bring weapons to school (52% males, 30% females)  70% report weapons outside of school  Cautious, insecure  Difficulty asserting themselves among peers  Physical weakness (males)  Increase likelihood to carry weapons to school (36% males, 15% females) Family  Lack of parental involvement  Overly-permissive  Harsh discipline  Lack of parental supervision Peer  Friends/peers with positive attitudes toward violence  Exposure to models of bullying  Lack of close friends School  Lack of supervision  Indifferent attitude toward bullying  Presence of aggressive students  Lack of supervision  Indifferent attitude toward bullying

19.  Short term ◦ Bully - reinforced – increases future bullying ◦ Victim - somatic symptoms, fearful, avoidance  Long term ◦ Bully  60% grades 6-9 had been convicted of an aggressive crime in adulthood  More likely to be violent (Nansel et al, 2004).  More likely to have children who bully ◦ Victim  depression, poor self esteem, suicide, school drop out  Ostracized by peers

20.  School & home that is characterized as “warm” but sets firm limits for unacceptable behavior  When violations occur, non-hostile, nonphysical sanctions be consistently applied  Careful monitoring of student activities  Adults should act as responsible authorities during all adult-child interactions, especially when bullying occurs

21.  Perpetrator- discourage / appropriate sanctions  Victim – teach strategies to appropriately avoid/escape situations that involve bullying & place in activities in which they can succeed to boost confidence  By-standers – make them aware of their supporting role and discourage them  Non-participants – teach them to discourage bullying and to not show approval if observed

22. Start with Data

23.  Student Data ◦ Problem ◦ Scared ◦ How often ◦ Types  Staff Data ◦ Problem ◦ Types & Frequency

37.  Student & Staff Location

40.  Who  Have they contacted an adult

42.  Who  Most likely

44.  60 students commented that they see bullying in gym, P.E., and the locker room  “I felt embarrassed. I really didn't want to be in that situation”  “I hate it, it hurts me a lot!!!!”  “No one does anything enough to stop them anyway. There is too much of it.”

45.  “Not enough enforcement of the rules so more bullying is done.”  “Sometimes grown-ups don't understand or you can't tell them what you are going through because you are afraid they will get mad at you.”  “When there is bullying going on in the classroom some of the teachers see it and they hear but they don't do anything”

46.  Staff aware of District policy & procedures?  Top 5 strategies would use?  5 Strategies would not use?  Other strategies listed?

72. Current Data collection captures bullying? ◦ Office referral ◦ Student/staff report

73. OSEP Center for Positive Behavioral Interventions and Supports pbis.org Missouri School-wide Positive Behavior Support pbismissouri.org IDEAS that Work osepideasthatwork.org What Works Clearinghouse Ies.ed.gov/ncee/wwc