1. Rob Horner University of Oregon 1 www.pbis.org

2. Goals Present an efficient and effective approach for addressing bulling behavior within the School- wide PBIS framework Share data documenting impact of effective implementation 2

3. A Context: Increasing national attention Whitehouse Forum on Bully Prevention (March, 2011) Susan M. Swearer, University of Nebraska – Lincoln Risk Factors Catherine P. Bradshaw, Johns Hopkins University Teachers are not prepared on procedures to respond to bullying Justin W. Patchin, Ph.D. University of Wisconsin-Eau C Growing role of cyber-bullying George Sugai, Ph.D., University of Connecticut Role of school-wide systems in preventing bullying Dorothy L. Espelage, University of Illinois, Urbana- Champaign Bullying and LGBT students; Students with disabilities.

4. 4 White House Conference On Bullying Prevention – Obama, Duncan, Experts Weigh In March 10, 2011

5. Bullying Behavior  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). BP-PBS, Scott Ross 5

6. The Logic Why invest in Bully Prevention? Involvement in bullying is a cross-cultural phenomenon (Jimerson, Swearer, & Espelage, 2010) Bullying is NOT done by a small number of students who are socially and emotionally isolated. Bullying is common across socio-economic status, gender, race, grade, and class. Bradshaw, et al., 2010 Many bully prevention programs are either ineffective, only show change in verbal behavior, or inadvertently result in increases in relational aggression and bullying. Merrell et al., 2008 6

7. Bully Prevention within SWPBS Implementation Scott Ross, University of Oregon 7 School-wide Expectations ------------------- Define, Teach Acknowledge, Data System, Consequence System Classroom Systems Bully Prevention

8. What is Bullying? “Bullying” is aggression, harassment, threats or intimidation when one person has greater status, control, power than the other.” Scott Ross, University of Oregon 8 Office of Civil Rights: Recognition of Intensity There is a level of bullying and harassment where the behavior of a student(s) creates a “hostile environment” for another student(s). When this occurs the school is obliged to not just “problem solve” a solution, but to engage in immediate and substantive efforts to protect the “at risk” student(s). When Bullying or harassment target a student from a protected class (race/ethnicity, disability, at-risk).

9. Bully Prevention in Positive Behavior Support: The Foundation 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” Self-delivered praise Obtain items or Activity Scott Ross, University of Oregon 9

10. Bully Behavior Identify the specific BEHAVIOR(S) of concern Identify the context or conditions where the behavior is most likely In that context… ask why the behavior keeps occurring? What does the student get or avoid? ---------------------------------------------------------------- Context  Behavior  Reward 10 video

11. Activity 1. Identify an example of bullying you have encountered _________________________________________ Context/Situation  Bullying Behavior  Rewarding Consequence _____________________________________________ 2. Identify a problem behavior that would NOT be bullying. 11

12. Why invest in School-wide bully prevention? 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 What do we need? Bully prevention that “fits” with existing behavior support efforts Bully PREVENTION, not just remediation Bully prevention that is sustainable. Scott Ross, University of Oregon 12

13. Bully Prevention in Positive Behavior Support: The Foundation Consider the smallest change that could make the biggest impact on Bullying… Establish a school-wide expectation of being respectful of others Remove the praise, attention, recognition that follows bullying. Do this without (a) teaching bullying, or (b) denigrating children who engage in bulling. ______________________________________________ Bully Prevention in Positive Behavior Support Scott Ross, University of Oregon 13

14. Elements of Effective Bully Prevention 14 School-wide PBIS Data Use Bully Prevention Logic Faculty Implementation Student Use of BP-PBIS Advanced Support

15. Core Features of an Effective Bully Prevention Effort. Five Student SkillsFor Faculty/Staff School-wide behavioral expectations (respect) Stop routine when faced with disrespectful behavior Bystander stop routine when observing disrespectful behavior Stopping routine if someone tells you to “stop” A recruit help routine to recruit adult help if you feel unsafe. Agreement on logic for bully prevention effort. Strategy for teaching students core skills Strategy for follow-up and consistency in responding Clear data collection and data use process Advanced support options 15

16. Available at www.pbis.org

17. Delivering Bully Prevention in Positive Behavior Support Establish a positive school-wide culture Common expectations for all Teach “be respectful” All students can tell the difference between respectful and disrespectful behavior. 17

18. Teach the “Stop Signal” If someone is directing problem behavior to you, or someone else, tell them to “stop.” Review how the stop signal should look and sound Firm hand signal Clear voice 18

19. 19 Discuss how showing/saying “stop” could be done so it still rewarded disrespectful behavior

20. Discuss WHY as well as WHAT Discuss why students behave disrespectfully Peer attention comes in many forms: Arguing with someone that teases you Laughing at someone being picked on Watching problem behavior and doing nothing Stop rewarding behavior that is disrespectful. The flame under a glass… remove the oxygen Stop, Walk, Talk A clear, simple, and easy to remember 3 step response 20

21. Teach “walk away” Sometimes, even when students tell others to “stop”, problem behavior will continue. When this happens, students are to "walk away" from the problem behavior. Remember that walking away removes the reward for disrespectful behavior Teach students to encourage one another when they use the appropriate response 21

22. Teach “getting help” Even when students 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. Report problems to adults Where is the line between tattling, and reporting? “Reporting/Talking" is when you have tried to solve the problem yourself, and have used the "stop" and "walk" steps first: Tattling is when you do not use the "stop" and "walk away" steps before "talking" to an adult Tattling is when your goal is to get the other person in trouble 22

23. Teaching a “Stopping Routine” 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 don’t agree with the “stop” message. 23

24. Scott Ross, University of Oregon “Stop” means stop. The rule is: If someone asks you to stop, you stop.

25. Activity 1. What is a “stop” signal/ routine that would work for your school? 2. What is a “stopping routine” that would work for your school? 25

26. How Adults Respond 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 student’s 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.) 26

27. Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42(4), 747-759. Three Schools Six students identified for high rates of verbal and physical aggression toward others. Whole school implementation of SWPBIS Whole school addition of Stop-Walk-Talk Direct observation of problem behavior on playground. 27

28. 28 3.14 1.88.88 72%

29. 29 BaselineAcquisitionFull BP-PBS Implementation Number of Incidents of Bullying Behavior School Days School 1 Rob Bruce Cindy Scott Anne Ken School 2 School 3 3.14 1.88.88 72%

30. BP-PBS, Scott Ross 30 28% increase 19% decrease

31. BP-PBS, Scott Ross 31 21% increase 22% decrease

32. Activity How would you recruit input from students, faculty, staff, families? Is there a problem? What is an acceptable way to ask someone to “stop” Stop routine What should you be expected to do if someone asks you to “stop.” Stopping routine What is the appropriate way to get assistance from adults? Will a report you give be held in confidence? Scott Ross, University of Oregon 32

33. Middle Schools: Expect Respect Student forum Build student engagement Have students define stop and stopping routine Clarify what students can expect from adults Multiple lessons Active student engagement Review and repair periods On-going self-assessment by faculty/staff Are adults doing what we agreed to do? Student survey 33

34. 34 Bullying/Harassment Prevention in Positive Behavior Support: Expect Respect Brianna C. Stiller Rhonda N.T. Nese Anne K. Tomlanovich Robert H. Horner Scott W. Ross Middle School: Expect Respect

35. School A School B School C Number of Physical/Verbal Aggressions in Unstructured Setting over 20 min Nese, Stiller, Tomlanovich, Rossetto Dickey, Horner & Ross, 2012

36. Building Consensus Collect student survey data Is relational aggression perceived as a problem? Hold student Forums (many formats possible) Share results with whole student-body Scott Ross, University of Oregon 36

37. Scott Ross, University of Oregon 37 Harassment Name Calling/ Inappropriate Language Physical Aggression

38. Student Survey Date:_______ In your school 1. You feel safe 2. Other students treat you respectfully? 3. You treat other students respectfully? 4. Adults treat you respectfully? 5. You treat adults in your school respectfully In the past week 5. Has anyone treated you disrespectfully? 6. Have you asked someone to “stop?” 7. Has anyone asked you to “stop?” 8. Have you seen someone else treated disrespectfully? Disagree Agree 1 2 3 4 5 No Yes No Yes No Yes No Yes

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41. How to Implement Bully Prevention in PBIS School Implement School-wide PBIS Faculty commitment Faculty introduction to BP Team to implement Build BP lessons for students Train all students Booster/Follow up lessons Coaching support for supervisors Collect and use data District Build expectation for all schools Fall orientation emphasis on social behavior District trainer/coordinator District reporting of: Schools using BP-PBS Fidelity of implementation Impact on student behavior Scott Ross, University of Oregon 41

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43. Scott Ross, University of Oregon 43

44. Bullying/Harassment Prevention in Positive Behavior Support: Expect Respect Brianna C. Stiller Rhonda N.T. Nese Anne K. Tomlanovich Robert H. Horner Scott W. Ross

45. Contact Information Curriculum Available at: www.pbis.orgwww.pbis.org Scott Ross: sross@usu.edusross@usu.edu Rob Horner: robh@uoregon.edurobh@uoregon.edu 45