danielle triplett pbis coordinator gresham-barlow school district
Post on 27-Dec-2015
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Book ResponseTurn & talk:
How have you used children’s literature with students to help teach social skills?
What key concepts does Just Kidding teach students?
The Logic:Why invest in Bully Prevention?
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 (Cook, Williams, Guerra, & Kim, 2010; 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 8
Do Sweat the Small StuffThe majority of incidents are low level – name
calling; exclusion; low levels of physical contact (pushing; shoving; etc.)
There is research to show that high rates of low level behaviors are associated with a greater probability of high intensity incidents
Ignoring low level incidents is an invitation to escalate social aggression Need: teach students social responsibility skills
Purpose of Universal PreventionThis is about changing social culture
Setting clear standards for acceptable and unacceptable behavior
Consistent response to problem behaviorCommon language and education to all students and
staffSocial culture is controlled by your green zone, not
by the students doing the bullying in your schoolWhat you’re hoping to change is the behavior of the
85%, so that the students engaging in bullying behavior respond to those around them, and they are socially influenced by their peers in a positive way
Primary PreventionSchool Wide Program:
Stop/Walk/Talk
Secondary Prevention:
Intensive PracticeSafety Plans for
RecipientsMediation
Tertiary Prevention:Behavior Support
Plans for Perpetrators
and/or Recipients
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE Bully Prevention
Program
Critical Features:1.Invest in prevention first2.Universal strategies & common language3.Empower students and create positive school culture
Elementary BP PBISCalled Stop Walk TalkCan be found online: www.pbis.org
Click on “bully prevention in SWPBS”
Stop Walk TalkThe Stop Signal
PBIS team and staff to develop universal signal (physical gesture and word)
Consider ways to get input from older students
Signals should be short, easy to remember, and easy to produce
Universal: school-wide use for all grades
Stop/Walk/Talk:Lesson 1Lesson 1: Introduction (50 minutes)Objectives:
Establish rules and expectations for group discussions
Teach 3-5 school-wide rules for outside the classroom
Teach social responsibility skills (Stop/Walk/Talk)
Practice
Lesson 1Teach social responsibility skills
1. The Stop Signal Used for verbal or physical problem behaviors Model the use of stop signal when they experience
problem behavior or when they see another student experiencing problem behavior
Practice stop signal with volunteers Examples and non-examples of when stop signal is
appropriate
Lesson 1Teach social responsibility skills
2. Walk Away Sometimes, even when students tell others to “stop”,
problem behavior will continue. When this happens, students should “walk away”.
Model walking away—removes reinforcement for problem behavior
Practice walking away—include examples and at least one non-example
Lesson 1Teach social
responsibility skills3. Talk: report
problems to an adult After stop and walk
away, some problem behaviors continue. When this happens, students should talk to an adult
Talking vs. TattlingIdea: create a T-
chart to discuss differences between talking to an adult to report a problem and tattling (often used just to try to get others in trouble)
Lesson 1Review Stop/Walk/Talk
Ask questions to measure understanding of concepts
Use realistic scenarios to review Stop/Walk/Talk
Stop Walk Talk Continues with 5 more bullying prevention
lessonsIncludes information and strategies for
supervising behavior
Example TimelineJanuary: PBIS team develops school-
wide stop signal; staff agree to talk to colleagues and get input on stop signal
February: PBIS team presents BP-PBIS program to staff; overview including concepts from section 8 (intro) and 6 (supervising behavior).
March: Staff teach lessons 1 & 2 to all students
April: Staff teach lessons 3 & 4 to all students
May: Staff teach lesson 5 to all students
Connect monthly efforts to:•Life skills•Assemblies•Children’s literature
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