BULLYPROOFING AND PBIS: PART II Teri Lewis Oregon State University

Review: Goal Present information on intervention Link bullyprofing and PBIS

Review: Bullyproofing Options Prevent bullying - Universal Reduce bullying - Individual

Intervention Primary Reduce new cases of problem behavior Secondary Reduce current cases of problem behavior Tertiary Reduce complications, intensity, severity of current cases

Academic SystemsBehavioral Systems 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 Designing School-Wide Systems for Student Success

2001 Surgeon General’s Report Number of assaults & other antisocial behavior are increasing Risk factors Antisocial peer networks Reinforced deviancy

2001 Surgeon General’s Report on Youth Violence: Recommendations Establish “intolerant attitude toward deviance” Break up antisocial networks…change social context Improve parent effectiveness Increase “commitment to school” Increase academic success Create positive school climates Teach & encourage individual skills & competence

Responses to Antisocial Behavior Reviews of over 500 studies indicate that the least effective responses to school violence are Punishment Counseling Psychotherapy

Exclusion is the most common response for conduct disordered youth (Lane & Murakami, 1987) Punishing problem behaviors without a school-wide system of support is associated with increased (a) aggression, (b) vandalism, (c truancy, (d) tardiness, and (e) dropping out (Mayer, 1995; Mayer & Sulzer- Azaroff, 1991)

The most effective responses educators can make to school violence include Social skills instruction Behaviorally based interventions Academic interventions

Summary- Effective Bullyproofing Involve all staff, students, family and even community Focus on both prevention (SW) and intervention (function- based) Embed w/i existing curriculum, etc. Adapt to fit context/culture Sustain - no quick fixes

What Works? Effective Approaches Social skills training Skill v. performance deficit Incorporated across day/life Social behavioral interventions Functional behavior assessment based Teach alternative skills (e.g., self-management)

Academic/curricular restructuring Academic & behavior relationship Systems approach Create supportive school environment Community/home interventions Wrap-around

Process for Identifying Students 1. Establish Behavior Support Team to guide/lead process. 2. Secure & establish behavioral competence within school. 3. Develop three level system of school-wide behavior support: a. Universal Interventions b. Targeted Group Interventions c. Individual Interventions

Universal Interventions School-wide discipline system for all students, staff, & settings that is effective for “80%” of students. Clearly & positively stated expectations. Procedures for teaching expectations. Continuum of procedures for teaching expectations. Continuum of procedures for encouraging expectations. Continuum of procedures for discouraging rule violations. Procedures for monitoring & modifying procedures.

Targeted Group Interventions Specialized group administered system for students who display high-risk problem behavior & are unresponsive to universal interventions. Functional assessment based intervention decisions. Daily behavioral monitoring. Regular & frequent opportunities for positive reinforcement. Home-school connection. Individualized academic accommodations for academic success. Planned social skills instruction. Behaviorally based interventions.

Individual Interventions Specialized individually administered system for students who display most challenging problem behavior & are unresponsive to targeted group interventions. Simple request for assistance. Immediate response (24-48 hours). Functional behavioral assessment-based behavior support planning. Team-based problem solving process. Data-based decision making. Comprehensive service delivery derived from a wraparound process.

4. Establish data decision system for matching level of intervention to student. a. Simple & direct request for assistance process for staff. b. Data decision rule for requesting assistance based on number of major behavioral incidents.

5. Establish a continuous data-based system to monitor, evaluate, & improve effectiveness & efficiency. a. Are students displaying improved behaviors? b. Are staff implementing procedures with high fidelity? c. What can be modified to improve outcomes? d. What can be eliminated to improve efficiency?

FBA Process Start Conduct FBA High confidence in hypothesis? Conduct full FA Develop BIP Monitor & modify BIP regularly Satisfactory improvement in behavior? Develop BIP yes no

Activity: Systems Begin developing a systems approach to identifying potential bullies Screening (ODR, SSBD, Etc) Teacher Request for Assistance Meeting structure (when, where, what, who, how) Quick assessment process

What is Function-based approach? A systematic problem solving process for developing statements about factors that: Contribute to the occurrence and maintenance of problem behavior, and More importantly, serve as basis for developing proactive & comprehensive behavior support plans.

Purpose Increase efficiency, relevance, & effectiveness of behavior support interventions. Improve consistency with which behavior support plans are implemented. Increase accountability (legal & professional)

Use when… Students are not successful Interventions need to be developed Existing interventions need to made more effective and/or efficient

How do I know if I have enough information? Description of problem behavior Identification of conditions that predict when problem behavior will and will not occur Identification of consequences that maintain problem behaviors (functions)

Summary statements or testable hypotheses that describe specific behavior, conditions, and reinforcers Collection of direct observation data that support summary statements

When selecting a specific practice: Base selection on student identified What, when, where, & why Adopt a function-based approach Gain social or item/activity, escape social or demand, automatic

Choose the practice that is least intrusive yet effective Balance Begin where you will be successful Match practice to context Skills, resources, values, etc. Match practice to systems level SW - Setting - Group - Individual

Function of Behavior Power, authority, control, intimidation, bullying, etc. are not functions Two basic research validated functions Positive reinforcement (get/access) Negative reinforcement (avoid/escape)

A Matter of Perspective Always define the who and what you are interested in.

Why Function? Understand the interaction from the students perspective Know what skills to teach Know how to modify the environment to: Prevent (antecedents) Increase appropriate (reinforcement) Decrease inappropriate (punishment)

Activity Moving to individual students Identify a list of students who you believe may need support for bullying behavior Choose one student and begin completing a brief behavioral assessment Identify: what (behaviors), when (antecedents), why (maintaining consequences) and what make its worse (setting events).

Resources safetyzone.org bullying.org dfes.gov.uk/bullying PBIS.org marylandPBIS.org nmPBIS.org