Expect Respect: Bully Prevention in Positive Behavior Support

Expect Respect: Bully Prevention in Positive Behavior Support

Bruce Stiller, Ph.D.

Anne Tomlanovich, M.S.

Bruce Stiller, Ph.D.

Anne Tomlanovich, M.S.

Scott Ross, University of Oregon

It’s way past time…

2

Scott Ross, University of Oregon

Adults only see the

tip of the

iceberg.

Bullying & Harassment

30% of youth in the United States are estimated to be involved in bullying as either a bully, a target.

Staff are likely to underestimate the extent of harassment and bullying. One study showed:

58% of students perceived teasing, spreading lies or rumors, or

saying mean things to be problems. Only 25% of teachers perceived these behaviors to be

problems.

1Nansel et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.

Literature Review of Existing Bully Prevention Programs

Outcomes less than ideal

Most show student knowledge of what to do

improves, not that actual behavior changes)

Efficiency a major issue

Most do not target behavior of bystanders

Core Features of Bully and Harassment Prevention in Positive Behavior Support

Remove the reinforcers that maintain socially aggressive behavior.

Impact Bystander behavior.

Teach all students to identify and label disrespectful behavior.

School-wide Stop Signal students can use to interrupt social aggression.

What “Rewards” Bullying? Attention from Bystanders (who may or may not be actually

present)

Reactions from the Recipient Laughing it off Overreacting

Access to items - tangibles; activities

Scott Ross, University of Oregon

A Comprehensive Bully Prevention Model

Scott Ross, University of Oregon8

Bully Prevention

School-wide Behavioral Expectations

TeachAll

Students

Practice

WithSome

Students

SupportStaff

Implement

BullyVictim

Individual Student Supports

Collect and use data for decision-making

Scott Ross, University of Oregon

Scott Ross, University of Oregon

No means no. The rule is: If someone asks

you to stop, you stop.

Stop/Walk/Talk Program

One Primary Lesson -- 50 minutes -- delivered to all students the same day Class discussion of disrespectful behavior Introduction of Stop Signal Role Playing

Follow Up Lessons as needed Gossip; Rumor Spreading Exclusion Cyberbullying

Coaching from supervisory personnel is ongoing and critical

Adult Coaching: Accepting Reports

When problem behavior is reported, adults follow a specific response:

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 problem still happening? Assess severity of the incident Assess likelihood of retaliation Devise Safety Plan if needed

Ask the Student if he/she Used the Stop Signal -- Coach as needed

Data

Direct Observation

Office Discipline Referral Data

Student Survey Data

Scott Ross, University of Oregon14

0

2

4

6

8

10

0

2

4

6

8

10

Baseline Acquisition Full BP-PBS Implementation

0

2

4

6

8

10

0

2

4

6

8

10

0

2

4

6

8

10

Num

ber

of

Inci

dents

of

Bully

ing

Behavio

r

School Days0

2

4

6

8

10

School 1

Rob

Bruce

Cindy

Scott

Anne

Ken

School 2

School 3

3.14 1.88 .88 72%

Scott Ross, University of OregonBP-PBS, Scott Ross 15

Conditional Probabilities of Bystander Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

"Stop" "Walk"

Positive Response(laughing/cheering)

NegativeResponse(crying/fighting

back)

No Response

Probability of Response

Baseline

BP-PBS

21% increase

22% decrease

Fidelity Study - Spring 2009

Fidelity Study Spring 2009 included playground observations; interviews with students and staff; and student focus groups

Fidelity Study completed in a 4J elementary school -- one of the schools most invested in Stop/Walk/Talk

Results: Students had learned the expected behaviors and could tell

researchers what they were supposed to do Adults couldn’t remember all of the coaching steps Students complained that the adults weren’t listening to

them

Expect Respect

Critical Features of Expect Respect Student Driven (it won’t happen if it’s not) Removal of Social Reinforcers Empowering Students -- How to interrupt

socially aggressive behavior Impact Bystander Behavior

What Reinforces Bullying?

Attention from Bystanders (who may or may not be actually present)

Reactions from the RecipientLaughing it offOverreacting

Access to items

Expect Respect: Creating the Curriculum

8 contacts with students throughout the year 4 Adult-lead Lessons: Mix of discussion and

experiential lessons (Similations; You-Tube vignettes;)

4 Student forums: All students invited, open forum with a lesson or topic for discussion, “take-away” point to share with classes

School-Wide Initiative

Roles

TeachersStudents AdminSupport staff

Learn the program

and reinforce

the program

Teach and reinforce

the program

Support and

reinforce the

program

Support the staff

and students

and reinforce

the program

0

10

20

30

40

50

60

70

80

90

100

Percentages

Bullied in last year Harassed in last year

Madison Climate Survey 2010 Have Been Bullied in Last Year

Series1

0

10

20

30

40

50

60

70

80

90

100

Percentages

Disabilities PhysicalAppearance

Gender SexualOrientation

Race SES ReligiousBeliefs

Madison 2010 Harassment Observed on the Basis Of:

Series1

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Walk away Tell them tostop

Laugh it off Fight backor returninsults

Ask a friendfor advice

Tell a staffmember

Tell myparent(s)

Madison 2010 Problem Solving Strategies

Effective

Sometimes Helps

Doesn't Help

1.Teach the Adults

2. Taking Reports

3. Teach the students

Expect Respect has three main parts

Coaching Steps

1. Active Listening/Reflective statements2. Next Steps/Take the Report

Lesson Plans

1.Discussion2.Getting on the bus3. Youtube4. Safety plan

TimelineSeptember & October Lessons 1 - 4 Regular check-ins

with staff

November Student Forum Report out to student

body & staff

December - May Student Forums Report out to student

body & staff

June School-wide event to

celebrate Expect Respect

Contact Information

Bruce Stiller stiller@4j.lane.edu (541)790-7816

Anne Tomlanovichtomlanovich_a@4j.lane.edu

(541)790-4347