1. Multi-tiered Systems of Support & Bullying Behavior Phi Delta Kappan - UConn George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut February 9 2012 www.pbis.org www.cber.org

2. PURPOSE To improve our understanding of & responding to bullying behavior from perspective of school-wide positive behavior support (multi-tiered support systems)

3. “Notes to Self”

6. Main Points

7. Bullying Program Component Review Purpose Maggin & Sugai, 2011

8. Preliminary Conclusions

9. SWPBS: Basics

10. SWPBS (aka PBIS) is

11. SYSTEMS “BULLY BEHAVIOR” PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements

12. RtI Reducing Bullying

13. Redesign of teaching environments…not students

14. All Some Few Continuum of Support for ALL Dec 7, 2007

15. ~80% of Students ~5% ESTABLISHING CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound Person-centered planning PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION ~15%

16. All Some Few Continuum of Support for ALL Dec 7, 2007

17. Continuum of Support for “Manuella” Dec 7, 2007 Harassment Computer Lab Social Studies Physical Intimidation Adult Relations. Attendance Literacy Label behavior…not people

18. Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group- randomized effectiveness trial. Prevention Science, 10(2), 100-115 Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148. Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26. Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145. Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14. Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. RCT & Group Design PBIS Studies Reduced major disciplinary infractions Improvements in academic achievement Enhanced perception of organizational health & safety Improved school climate Reductions in teacher reported bullying behavior & peer rejection

19. “Making a turn” IMPLEMENTATION EffectiveNot Effective PRACTICE Effective Not Effective Maximum Student Benefits Fixsen & Blase, 2009

20. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements ADD

21. Basic “Logic” SYSTEMS PRACTICES DATA Training + Coaching + Evaluation Maximum Student Outcomes Implementation Fidelity ADD

22. Integrated PBIS Response to Bullying

23. SWPBS look at bullying behavior

24. Our Starting Point

27. Victim attention Bystander attention Self-delivered praise Tangible access

28. PREVENTION De-emphasis on adding consequence for problem behavior

29. Context or Setting Context or Setting Initiator Target Bystander Staff Continuum of Behavior Fluency

30. Give Priority to Effective Practices

31. 4 basic strategies….if you do nuthin’ else….

32. MUST….. Be easy & do-able by all Be contextually relevant Result in early disengagement Increase predictability Be pre-emptive Be teachable Be brief

33. www.pbis.org

36. Name______________________________Date_____________ Setting □ Hallway □ Entrance □ Cafeteria □ Playground □ Other_______________ Time Start_________ Time End _________ Tally each Positive Student ContactsTotal # Ratio of Positives to Negatives: _____: 1 Tally each Negative Student ContactsTotal # Non-Classroom Management: Self-Assessment

37. 1.Did I have at least 4 positive for 1 negative student contacts? Yes No 2. Did I move throughout the area I was supervising? Yes No 3. Did I frequently scan the area I was supervising? Yes No 4. Did I positively interact with most of the students in the area? Yes No 5. Did I handle most minor rule violations quickly and quietly? Yes No 6. Did I follow school procedures for handling major rule violations? Yes No 7. Do I know our school-wide expectations (positively stated rules)? Yes No 8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations? Yes No Overall active supervision score: 7-8 “yes” = “Super Supervision” 5-6 “yes” = “So-So Supervision” <5 “yes” = “Improvement Needed” # Yes______

39. Big idea: Use PBIS framework to address bully behavior prevention

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