swpbs: reducing effectiveness of bullying behavior george sugai osep center on pbis center for...
TRANSCRIPT
SWPBS: Reducing Effectiveness of Bullying
Behavior
George SugaiOSEP Center on PBIS
Center for Behavioral Education & ResearchUniversity of Connecticut
February 28, 2011
www.pbis.org www.cber.org www.swis.org
PURPOSE
To improve our understanding
of & responding to bullying
behavior from perspective of
school-wide positive behavior
support.
• SWPBS Basics• Bullying behavior in SWPBS• Strategies
Good “things” about
Bullying efforts
Increased
problem awarene
ss
More emphasi
s on preventi
on
More curriculu
m development &
research
Greater focus on
all students
“Bullying”
Issues
Labeling kids
Limited assessme
nt of context
Generic interventio
n responses
Limited examinati
on of mechanis
m
Over-emphasis on student responsibi
lity for change
Non-data based
intervention
decisions
Too much attention
on student,
not enough
on recipients
SWPBS is
Framework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
All students
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONSCONTENT
EXPERTISE &
FLUENCYPREVENTI
ON & EARLY
INTERVENTION
CONTINUOUS
PROGRESS
MONITORING
UNIVERSAL
SCREENING
DATA-BASED
DECISION MAKING & PROBLEM SOLVING RtI
ReducingBullying
~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
Continuum of Support for “Manuella”
Dec 7, 2007
Harassment
Computer Lab
Social Studies
Physical Intimidation
Adult Relations.
Attendance
Literacy
Label behavior…not people
OUR BEHAVIORAL PERSPECTIV
E
“Do”
Learning history
“Context” or environmentContext
manipulation
Data-based decision making
• Teach effective, efficient, relevant social skills1
• Remove triggers of problem behavior2
• Add triggers for social skills3• Remove consequences that
maintain problem behavior4• Add consequences that
maintain social skills5
Prevention
SYST
EMS
“BULLY BEHAVIOR”PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
IntegratedElements
Reconceptualizing Bullying from Behavior Analytic Perspective for SWPBS
Emphasize overt observable behavior
Consider sets of behavior w/ similar function
Examine behavior in context
Specific relationship between behavior & context
Describe behavioral learning histories
Change context to change probability of behavior
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/obtainE.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
•Implement SWPBS continuum w/ fidelity•Review SW data at least monthly
Step 1
•Modify implementation plan based on data•Implement modifications w/ fidelity
Step 2
•Monitor implementation fidelity•Monitor student progress & responsiveness•Modify as indicated by data
Step 3
Is Behavior an Issue?
• Label student
• Exclude student
• Blame family
• Punish student
• Assign restitution
• Ask for apology
• Teach targeted social skills
• Reward social skills
• Teach all
• Individualize for non-responsive behavior
• Invest in positive school-wide culture
Doesn’t Work Works
MUST…..• Be easy & do-able by all• Be contextually relevant• Result in early disengagement• Increase predictability• Be pre-emptive• Be teachable• Be brief•
2. Precorrect
•Analyze problem setting•Describe problem behavior•Identify triggers & function•Identify acceptable alternative behavior•Modify setting to prevent•Check-in w/ student to remind of desired behavior
Before
•Monitor•Remind•Reinforce•Redirect
During
•Correct•Reinforce approximations•Reteach•Remind
After
•Move•Scan•Interact positively•Model expectations•Reward appropriate behavior•Remind & precorrect
3. Activel
y Superv
ise
PBIS Prevention Goals & Bullying Behavior
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