multi-tiered systems of support & bullying behavior phi delta k appan - uconn
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Multi-tiered Systems of Support & Bullying Behavior Phi Delta K appan - UConn. George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University of Connecticut February 9 2012 www.pbis.org www.cber.org. PURPOSE - PowerPoint PPT PresentationTRANSCRIPT
Multi-tiered Systems of Support & Bullying Behavior
Phi Delta Kappan - UConn
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
February 9 2012
www.pbis.org www.cber.org
PURPOSE
To improve our understanding
of & responding to bullying
behavior from perspective of
school-wide positive behavior
support (multi-tiered support
systems)
Emphasize & review core PBIS features
Focus on practice integration around outcomes
De-emphasize labeling
Link implementation fidelity & student outcomes
Adopt defendable approach
Show how all relates to some
“Notes to Self”
Good “things” about Bullying efforts
Increased problem awareness
More emphasis on preventionMore curriculum
development & research
Greater focus on all students
“Bullying”
Issues
Labeling kids
Limited assessment of context
Generic intervention responses
Limited examination of
mechanism
Over-emphasis on student
responsibility for change
Non-data based intervention decisions
Too much attention on student, not
enough on context
Main Points
Avoid labeling & “demonizing” students….focus on behavior & context in which it occurs
Use PBIS framework to address problem bullying behavior
Examine data, outcomes, practices, & systems
Bullying Program Component Review Purpose
Identify programming components of established methods
Identify skills of key groups
Determine adherence to RTI prevention & intervention logic
Maggin & Sugai, 2011
Preliminary Conclusions
Develop strategies for all key groups
Operationally define behaviors & “focus skills”
Operate from multi-tiered prevention framework
Use data to make programming decisions.
SWPBS: Basics
SWPBS (aka PBIS) isFramework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
SYST
EMS
“BULLY BEHAVIOR”PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
PREVENTION & EARLY
INTERVENTION
CONTINUOUSPROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASEDDECISION MAKING
& PROBLEM SOLVING
RtIReducingBullying
Prevention Logic for AllBiglan, 1995; Mayer, 1995; Walker et al., 1996
Decrease development
of new problem
behaviors
Prevent worsening &
reduce intensity of
existing problem
behaviors
Eliminate triggers &
maintainers of problem
behaviors
Teach, monitor, &
acknowledge prosocial behavior
Redesign of teaching environments…not students
Universal
Targeted
Intensive
All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
~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%
Universal
Targeted
Intensive
All
Some
FewContinuum of Support for
ALL
Dec 7, 2007
Universal
Targeted
IntensiveContinuum of Support for “Manuella”
Dec 7, 2007
Harassment
Computer Lab
Social Studies
Physical Intimidation
Adult Relations.
Attendance
Literacy
Label behavior…not people
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
“Making a turn”
IMPLEMENTATION
Effective Not Effective
PRACTICE
Effective
Not Effective
Maximum Student Benefits
Fixsen & Blase, 2009
SYST
EMSPRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
ADD
Basic “Logic”SY
STEM
S
PRACTICES
DATA
Training+
Coaching+
Evaluation
Maximum Student
OutcomesImplementation
Fidelity
ADD
Integrated PBIS Response to Bullying
Bullying Requirements
Bullying Coordinator
School Climate
Data Systems
Event Reporting
Response Team
School & Community
Staff Prof Dev
Evid-base Practices
PBISCoach/Team Leader
Preventive Tier I
SWIS
Continuous SWIS
Leadership Team
School & Family
Data-based Prof Dev
RCT & SSR Research
SWPBS look at bullying behavior
Our Starting Point
Relevant & doable guidelines for responding to bullying behavior are needed
An operational/measurable definition of “bullying” needs to be found/developed
Research-evidence base should be examined
Current efforts must be conceptually grounded
OUR BEHAVIORAL PERSPECTIVE
“Do”
Learning history
“Context” or environment
Context manipulatio
n
Data-based decision making
What is “bullying?”
Remember
“Label behavior, not
people…’So, say, “bully
behavior”
Behavior
Verbal/physical
aggression, intimidation, harassment,
teasing, manipulation
Why do bully behavior?
Get/obtain
E.g., stuff, things, attention, status, money, activity, attention, etc.
Escape/avoid
E.g., same…but less likely
• Victim attention• Bystander attention• Self-delivered praise• Tangible access
Why is “why” important?
Teach effective, efficient, relevant alt. SS
Remove triggers of BB
Add triggers for alt.
SS
Remove conseq.
that maintain
BB
Add conseq.
that maintain
SS
PREVENTION
De-emphasis on adding consequence for problem behavior
Contextor
Setting
InitiatorTarget
Bystander Staff
Continuum of Behavior
Fluency
Give Priority to Effective Practices
Less Effective
Label Student
Exclude Student
Blame Family
Punish Student
Assign Restitution
Require Apology
More Effective
Teach All Specific SS
Use Data
Actively Supervise
Reinforce Expect Beh
Individualize for Non-Resp
Invest Prev Sch Culture
4 basic strategies….if
you do nuthin’ else….
• “Stop-Walk-Talk”• “Talk-Walk-Squawk”• “Whatever & Walk”
1. Teach
common
strategy to all
MUST…..• Be easy & do-able by all• Be contextually relevant• Result in early disengagement• Increase predictability• Be pre-emptive• Be teachable• Be brief•
www.pbis.org
• Analyze problem setting• Reteach• Anticipate, remind, &
practice• Replace triggers &
maintainers• Reinforce desired
2. Precorrect Before, During,
After
• Move• Scan• Interact positively• Model expectations• Reward appropriate
behavior• Remind & precorrect
3. Actively Supervis
e
Name______________________________ Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________ Time Start_________
Time End _________
Tally each Positive Student Contacts Total #
Ratio of Positives to Negatives: _____: 1Tally each Negative Student Contacts Total #
Non-Classroom Management: Self-Assessment
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______
• Specific• Informative• Frequent• Effective• Contextually relevant• Sincere
4. Reinforce Taught
Skills
Big idea: Use PBIS framework to address bully behavior prevention
Goal 1
• Establish positive, predictable, consistent, rewarding school culture for all across all settings
Goal 2
• Teach social skills that work at least as well as or better than problem behavior
Goal 3
• Respond to nonresponsive behavior positively & differently, rather than reactively & more of same
Goal 4
• Actively supervise & precorrect for problem behaviors & settings, especially nonclassroom
Goal 5
• Individualize support based on responsiveness & effect
PBIS LeadershipChicago, IL 18-19 Oct 2012
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