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SWPBS: Preventing & Reducing Effectiveness of Bullying Behavior George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut Aug 18, 2010 www.pbis.org www.cber.org www.swis.org
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PURPOSE To improve our understanding of & responding to bullying behavior from perspective of school-wide positive behavior support. Re/over-view of SWPBS Bullying behavior in SWPBS Strategies
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SWPBS: Re/over-view
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SWPBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students (Zins & Ponti, 1990)
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SWPBS is
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SYSTEMS “BULLY BEHAVIOR” PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements
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Classroom SWPBS Practices Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect
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Horner, R. H., Sugai, G., & Anderson, C. M. (in press). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality. www.pbis.org “Is SWPBS evidence- based practice?”
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Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW
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RtI
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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 Responsiveness to Intervention Academic SystemsBehavioral Systems Circa 1996
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RTI Integrated Continuum Mar 10 2010 Academic Continuum Behavior Continuum
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All Some Few RTI Continuum of Support for ALL Dec 7, 2007
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Continuum of Support for ALL Dec 7, 2007 Science Soc Studies Reading Math Soc skills Basketball Spanish Label behavior…not people
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Continuum of Support for ALL Dec 7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend. Peer interac Ind. play Label behavior…not people
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SWPBS look at bullying behavior
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Label student Exclude student Blame family Punish student Assign restitution Ask for apology Teach targeted social skills Reward social skills Teach all Individual for non- responsive behavior Invest in positive school-wide culture Doesn’t WorkWorks
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Is Behavior an Issue?
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SWIS summary 2009-10 (Majors Only) 4,019 schools; 2,063,408 students; 1,622,229 ODRs Grade Range # SchoolsMean Enroll/School Median ODR/100/School Day K-62565452.22 6-9713648.50 9-12266897.68 K-(8-12)474423.42
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N = 2565 713 266 474 9%19%24% 18% Mean % Students 2009-2010 Majors Only 91%81%76% 82% Most are responsive…but some need a bit more.
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74%82%84% 79% Mean % ODRs 2009-2010 Majors Only Students: 9%19%24% 18% And we know who they are!
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Aggression-fighting & disrespect K-6 Problem Behavior ODR
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Disrespect 6-9 Problem Behavior ODR
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Disrespect + tardy, skip, truant 9-12 Problem Behavior ODR
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Victim attention Bystander attention Self-delivered praise Tangible access
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PREVENTION
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~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 & classroom discipline Positive reinforcement Effective instruction Parent engagement Active supervision SECONDARY PREVENTION TERTIARY PREVENTION PRIMARY PREVENTION ~15%
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Three basic strategies….if you do nuthin’ else….
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MUST….. Be easy & do-able by all Be contextually relevant Result in early disengagement Increase predictability Be pre-emptive Be teachable Be brief
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www.pbis.org
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2. Precorrect
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Allday & Pakurar (2007)
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PBIS Prevention Goals & Bullying Behavior
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