Scott Ross & Rob HornerUtah State University and University of Oregon

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www.pbis.org

Goal/ Objectives Goal:

Define a plan for implementing Bully Prevention within schools already using School-wide PBIS

Objectives: 1. Define the logic for investing in bully

prevention 2. Define the five core elements for “student

orientation” What to teach, How to teach it.

3. Define the core elements for “faculty orientation”

What to teach, How to teach it. 4. Define how to collect and use data

For both fidelity and impact 5. Define the expectations for advanced support 6. Steps to Implementation of BP within SWPBIS

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.

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White House Conference On Bullying Prevention – Obama, Duncan, Experts Weigh In

March 10, 2011

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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).

The Logic:Why invest in Bully Prevention? 84.6% of LGBT students reported being

verbally harassed, 40.1% reported being physically harassed and 18.8% reported being physically assaulted at school in the past year because of their sexual orientation

(GLSEN, 2009)

Students on the autism spectrum are more likely to be victimized than their non-disabled peers

(Little, 2002).

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The LogicWhy 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, 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

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What is Bullying? “Bullying” is repeated aggression,

harassment, threats or intimidation when one person has greater status, control, or power than the other.”

Examples:

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Bully Prevention

Scott Ross, University of Oregon9

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 Obtaining objects (food, clothing)video

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.

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Core Elements of an Effective Bully Prevention Effort.

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Many 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 is efficient, and “fits” with

existing behavior support efforts Bully PREVENTION, not just remediation Bully prevention with the systems that make the

program sustainable.

Elements of Effective Bully Prevention

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School-wide PBIS

Data Use

Bully Prevention Logic

Faculty Implementation

Student Use of BP-PBISAdvance

d Support

Core Features of an Effective Bully Prevention Effort.Five Student Skills For 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

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Core Elements of an Effective Bully Prevention Effort.

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Establish School-wide expectations (be respectful of others)

Teach a common response to behavior that is not respectful…

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

Bully Prevention within PBISCore Elements and Implementation Process

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Elements of Bully Prevention within SWPBIS1.Getting student buy-in2.Teaching students how to respond3.How adults should respond4.Effective Delivery of Instruction5.Using data6.Action planning

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Getting older students to buy into a school-wide behavioral intervention is half the battle (or more than half!)

Have students involved in every phase of the intervention Create a student focus group prior to

implementation Consider school-wide surveys to allow all

students an input Students can be involved in teaching the

curriculum They can also help collect data!

1. Getting Student Buy-in

Student Focus Group/Forum 8-10 students selected for

leadership/contribution 60-90 min

Content of discussion:1. What does disrespectful behavior look like at our

school?2. Disrespectful behavior typically keeps happening

because it results in attention from peers.3. We need common (school-wide) routines for:

A) Stop Routine (signal that behavior should stop) If someone is disrespectful toward you If you encounter someone being disrespectful toward others

B) Stopping Routine (what to do when someone asks you to “stop”)

C) Recruiting help routine (Getting help from adults) What would be best way to introduce/train these

routines?

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2. Teaching Students How to Respond

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Teach school-wide expectations first! Teach students to recognize “respectful” versus “non-respectful”

behavior. Discuss examples (and non-examples) of following school-wide

rules in specific settings. Use non-examples (e.g. problem behaviors) from outside the

classroom: Basketball, four square, between classes, hanging out in the

parking lot. The word “bully” is never used

Peer attention comes in many forms: Arguing with someone that teases you Laughing at someone being picked on Watching problem behavior and doing nothing

The candle under a glass cup

Stop Routine

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Teach a clear, simple, and easy way to remove the peer attention maintaining

problem behavior

If someone does something disrespectful to you or someone else, tell them to “stop.”

Because talking is tough in emotional situations… always include a physical “signal” to stop that students can use as well.Firm hand signalClear voice

Teach “walk away”

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Often, even when students tell others to “stop”, problem behaviors continue. When this happens, students are to "walk away" from the problem behavior (remove themselves from the situation).

Students should help others walk away too

Students can also be taught that they can comfort victims after helping them walk away

Teach “getting help”

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Even when students use “stop” and “walk away” from the problem, sometimes others 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 snitching/tattling, and

reporting? "Talking" is when you have tried to solve the problem

by saying “stop”, or “walking away”: Snitching or tattling is when you do not try the "stop"

or "walk away" steps Snitching or tattling is when your goal is to get the

other person in trouble An exception to the rule: If students are in

significant fear of their safety, they should skip the “stop” and “walk” steps, and go immediately to an adult

Discussing “What ifs” When teaching the new response, it is

important to discuss the “what ifs”

“What if the person being disrespectful is your best friend? How can you still support the student who is being treated disrespectfully without jeopardizing your friendship?”

“What if the non-respect is gossip when I’m not around?”

“What if the disrespect is done online or through a text?”

“What if the person being disrespectful retaliates later?”

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Teaching a Reply: The Stopping Routine(What to do when YOU are asked to “stop”)

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Eventually, every student will be told to stop.

Here is the rule: If someone asks you to stop doing something that they think is disrespectful, you stop – whether you were doing it on purpose or not.

When you are asked to stop, do the following: Stop what you are doing Take a deep breath Go about your day (no big deal)

At this point, students can problem-solve, apologize, or just drop it

Practice with students The majority of the instructional time is spent

modeling effective responses, followed by guided practice

Use student examples of disrespect to model how to respond. Then, give students the opportunity to pair up and practice the effective response

Review the Logic of the stop routine: Saying “stop” is a way to stop the oxygen fuelling disrespectful behavior Be prepared for students to use the “stop” response with

too much gusto. Demonstrate non-examples of inappropriate ways to

deliver the stop sequence25

3. How Adults Respond

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When a student reports problem behavior, adults should follow a specific response sequence:First, let students know that their report is important Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.") Use reflective statements to let the student know you are listening to them Use supportive statements to let the student know that you care about what they’re saying Ensure the student’s safety.

Is the behavior still happening? Is the reporting student at risk? 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?" (If yes, praise student for using appropriate response. If no, practice.)

Let’s Practice: Staff responding routineVictim approaches teacher, “____ did not stop” Teacher: 1. You did well to come tell me 2. Are you okay? 3. Did you tell ____ to “stop” 4. Victim did not tell ____ to

stop… so you say “remember we need to take the oxygen away from behaviors we don’t like… so let’s practice how you could handle this. If someone did ???? , how would you show them they needed to stop?” …. “good”…. Now do that in the future.

Repeat so everyone is in all three roles.

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Then, Direct students through next steps:

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Using your best judgment given the situation, help students figure out what to do next.

Examples: Find an appropriate time to listen to the concern if you are not

available when the student initially wants to talk. Offer the student a bullying/harassment report sheet, and help

them fill it out. Direct them to turn it in to the office, or have them fill it out immediately.

If the situation needs to be addressed immediately say: “This sounds pretty complicated. Let’s have you talk to the counselor now”.

If a student is not sure how they want to proceed, list possible solutions and help them choose.

Check in with the student the next day to make sure they feel like the issue has been or is being dealt with, and that there has been no retaliation.

As the supervisor, addressing the perpetrator will often be appropriate

When addressing the perpetrator…

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First, Reinforce the student for discussing the problem

with you"Did ______ tell you to stop?"

If yes: "How did you respond?” If no: Practice the 3 step response.

"Did ______ walk away?" If yes: "How did you respond?” If no: Practice the 3 step response.

Practice the stop routine and the stopping routine The amount of practice depends on the severity and

frequency of problem behavior

The 2–Minute Rule If a supervisor can’t address a report within

two minutes, that issue should be referred to an alternate time/setting/staff member for processing.

If a student is compliant when confronted with a correction or consequence, the process should take no more than a couple of minutes to complete.

Practice

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For 2 minutes, in a group of 4-,5 discuss a “stop” response you think would work in your school(s) (or a couple possibilities) Keep the language simple Provide a hand signal that can be matched to the

statement if necessary Remember, what you think is “cool” probably won’t be

cool to the students, simply because an adult came up with it

Next: Practice the sequence: Separate roles into: Supervisor,

Perpetrator, Victim, and Bystander. Try to find situations where the stop routine may not work How would your response sequence work in

instances of…GossipText messages or other cyber-bullying

Extra Practice with Some Students For students who are chronic victims or

perpetrators (physical, verbal, or social aggression): At the beginning of unstructured times, a school

adults should check in with the student and remind them of the stop sequence and how to reply if another student uses the sequence with them.

At the end of the unstructured time, check in again, ask about how it went, and reinforce them for their efforts. Don’t underestimate the power of this added

intervention!

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4. Effective Delivery of Instruction Use the teaching plans in the BP-PBIS

handbook Build your own teaching plans. Developing a schedule for implementation

Teach all students in the school within a 2 week period. How will we do this?

Build a strategy for providing orientation to new students entering the school.

After the initial lessons, teachers should follow up with students weekly (10-15 min) to discuss what is working and what isn’t

Remember the flame won’t go out immediately, so checking-in regularly is critical33

Walking the Walk The effectiveness of the intervention is contingent

on the ongoing coaching and practice (fidelity of implementation)

SWPBIS teams need to ensure that implementation continues after the initial lessons Weekly surveys

“I checked in with a student at the beginning of recess” “I praised a student for using the stop/walk/talk response” “I modeled the stop/walk/talk response for a student” “I praised a student for reporting a problem behavior” “I coached a student who reported problem behavior about

how to respond when others are not respectful” “I coached a student who was not respectful to others about

how to respond when other say stop” Daily checklists

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5. Data collection/ Decision-making Office Discipline Referral Data

Whole school Individual students

Student/ Staff surveys School climate survey Harassment survey

Fidelity Fidelity checklist. Are we doing the BP-PBIS program as planned?

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Using ODRs Do we have a problem? Do we need the BP-PBIS program? If we use the program: Is the BP effort

effective?

Remember that many instances of bullying are NOT reported by students, or recorded in the ODR data.

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Scott Ross, University of Oregon37

Harassment

Name Calling/ Inapp Language

Physical Aggression

Aggression, Harassment, Fight, Name Calling /School Day 4 weeks before BP and 4 week after BP

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Series10

0.5

1

1.5

2

2.5

3

Pre BP Post BP

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 1 2 3 4 5 1 2 3 4 5

1 2 3 4 5 1 2 3 4 5

No Yes No Yes No Yes

No Yes

Simulated Survey Responses

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1 2 3 40

0.5

1

1.5

2

2.5

3

3.5

4

4.5

5

Pre BPPost BP

Peers Treat You Treat Others Adults Treat You Treat Adults Respectfully Respectfully You Respectfully Respectfully

M

ean

Stu

dent

Res

pons

e N

= 2

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Simulated Survey Results4 weeks before BP and 4 week after BP

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1 2 3 40%

5%

10%

15%

20%

25%

30%

35%

40%

Pre BPPost BP

Treated Asked Someone Asked to Seen Others Treated Disrespectfully To Stop “Stop” Disrespectfully

Per

cent

age

of S

tude

nts

Res

pond

ing

“yes

”

Fidelity Data Quick check

Are we implementing BP-PBIS? 8 questions (use with whole team, or whole

school) Always build into action plan

Score percentage of items with most people rating “in place”

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Feature Not in Place

Partially in Place In Place Needed Actions

What? Who? When?

1. School-wide Expectations are defined and taught to all students (respect others)

2. BP-PBS initial training provided to all students

3. BP-PBS follow-up training and practice conducted regularly (as defined by team)

4. At least 80% of students can describe the “stop routine” to problem behavior (stop/walk/talk) (ask 10)

5. At least 80% of students can describe “stopping routine” (ask 10). (when they are asked to “stop”)

6. Supervisors check-in with (precorrect) chronic perpetrators and victims at least 2 times/ week

7. Staff use BP-PBS “response routine” for student reports of problem behavior

8. Student outcome data are collected and reported to all faculty at least quarterly.

BP-PBIS Fidelity Self-Assessment

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Expect

ation

s

BP-PB

S trai

ned

Follow

up

Stop r

outin

e

Stopp

ing ro

utine

Supe

rvisor

s

Respon

se rou

tine

Data us

e0

0.5

1

1.5

2

2.5Pre-BP Post-PB training

BP-PBIS Fidelity Assessment Pre and Post BP-PBIS Training

0 = not in place, 1 = partially in place, 2 = in place

6. Advanced Support

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School-wide PBIS and BP-PBIS will not be sufficient for all students.

Aggressive, bullying behaviors occur for many reasons Mental Health issues Family dynamics Disabilities

Use your data to identify students in need of more intense support and refer them to your team.

Intensive Individual Supports (Tier 3) Full Assessment

Functional behavioral assessment Academic assessment Social emotional assessment Family support

Individualized intervention Prevention Instruction/ Teaching Formal contingencies On-going data progress monitoring

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www.pbis.org

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.

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49 3.14 1.88 .88

72%

BP-PBS, Scott Ross 50

Conditional Probabilities of Victim Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

"Sto

p"

"Wal

k"

Pos

itive

Res

pons

e(la

ughi

ng/c

heer

ing)

Neg

ativ

eR

espo

nse

(cry

ing/

fight

ing

back

)

No

Res

pons

e

Prob

abili

ty o

f Res

pons

eBaselineBP-PBS

28% increase 19% decrease

BP-PBS, Scott Ross 51

Conditional Probabilities of Bystander Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

"Sto

p"

"Wal

k"

Pos

itive

Res

pons

e(la

ughi

ng/c

heer

ing)

Neg

ativ

eR

espo

nse

(cry

ing/

fight

ing

back

)

No

Res

pons

e

Prob

abili

ty o

f Res

pons

eBaselineBP-PBS

21% increase

22% decrease

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0

10

20

30

40

50

60

2005-2006 2006-2007

Harassment; Bullying; Fighting;

Aggression I ncidents

Elementary School Pre and Post Bully Proofing Intervention Data

Pre Post Bully BullyPrevention Prevention

Implementing Bully Prevention PhaseExploration Does your school

need a bully prevention program?

• Office discipline referrals• Student survey• Faculty/ family reports

Installation Build the foundationFaculty Orientation

•Team developed/trained• “Stop” signal selected• Faculty orientation (logic)

Implement Bully Prevention within SWPBIS

Develop and deliver student orientation

•Build BP curriculum and teaching plans•Teach BP-PBS to all students• Schedule and conduct “booster”

Full Implementation Monitor fidelity and impactAdapt to unique needs.Build sustainability

• Collect and use data• Coaching and Training Capacity developed

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How to Implement Bully Prevention in PBIS

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School Implement School-

wide PBIS Faculty commitment Faculty introduction to

BP Team to implement Student Forum 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-PBIS Fidelity of

implementation Impact on student

behavior

Activity: Review Planning Guide andBuild Schedule for Next Steps

Is BP-PBIS something you need? Is this the most efficient approach? How to build consensus across faculty

Presentation at faculty meeting? Building capacity

What help is needed from ESD? Who would provide staff orientation? What materials, and protocols would need to be

developed? Establish a schedule for implementation Define what you need from District/ESD

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Prevention in Bully Positive Behavior Support Planning Guide:Moving from Discussion to Action

This planning guide is designed for use by teams planning to implement bully prevention efforts as part of their existing school-wide positive behavior support program. The guide defines steps for the school team and district leadership team that will increase the likelihood that the bully prevention effort will be implemented well, sustained, and a benefit to students, families and faculty.

School Building Planning Team

Action CriterionIn Place

Partially In PlaceNot In place

Who? By When?

1. Faculty/Staff Readiness Team defined to lead implementation of BP-PBISAll faculty/staff have read the BP-PBIS manual"Stop" signal selectedAll faculty/staff have received BP-PBIS orientation training

2. Curriculum Delivery Schedule developed for student BP training.BP-PBS lessons delivered to all studentsPlan developed for BP-PBS orientation for students who enter during the year.

3. Follow-up/ Booster Follow-up lessons scheduled to occur weekly after initial student training.

Follow up lessons delivered at least twice after initial training, including practice in applicable settings.

4. PBIS team BP-PBIS set as a standard item on the PBS team agenda

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Action CriterionIn Place

Partially In PlaceNot In place

Who? By When?

5. Coaching Plan developed for coaching and feedback for playground supervisorsCoaching for playground, lunch, hall supervisors provided at least twice, and as needed after.

6. Evaluation/ Monitoring Quarterly review to assess if BP-PBS is being used as intended (fidelity)Monthly review of office referral and incident reports related to bullying behaviors (aggression, harassment, threats)Collect study BP survey data at least annually

7. Social Validity Review efficiency and impact with families, faculty, students

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District Leadership Team

Action CriterionIn Place

Partially In PlaceNot In place

Who? By When?

1.Bully Prevention orientation for New Faculty

Fall orientation for all new faculty

2.District update at least once a year

Report to District administration or board about (a) number of schools using BP-PBS, (b) fidelity of implementation, (c) impact on student behavior.

3. District Trainer District has individual(s) trained to conduct staff orientation/training/coaching in BP-PBS

Contact Information

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Curriculum Available at: www.pbis.org

Scott Ross: scott.ross@usu.edu Rob Horner: robh@uoregon.edu