Addressing Bullying Behavior W/in a PBIS Framework

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

October 6, 2011

www.pbis.org www.cber.org

PURPOSE

To improve our understanding

of & responding to bullying

behavior from perspective of

school-wide positive behavior

support.

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

Suggestions

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

Search Methodology (Independent Coders)

Electronic search of databases ERIC, Medline, PsychINFO, PubMED, Sociological Abstracts, Scopus

Ancestral search of program materials & papers

Citation appraisal of relevant review articles

Inclusion Criteria

• e.g., book chapter, journal article, online materials, program manual

Published program description

Formal instructions or narrative for implementation

“Bullying” behaviors as primary intervention target

School settings as primary implementation context

Pre-K to Grade 12 focus.

Main Program Questions

4 key groups?

Behaviors & skills for each group?

Systems logic?

RTI logic?

Program Materials

Primary Source Type n %Book Chapter 11 25.00Dissertation 2 4.55%Journal Article 22 50.00%Program Manual 9 20.45%

Total 44 100.00%

• Total programs identified = 51• Total programs reviewed = 44

– Program materials non-English = 6– Manual for purchase only = 1

Preliminary Results – Key Groups

Key Group

Component Present

Definition of Group

Observable Focus Skills

Observable Skills

Initiator 27(61.36%)

19 (43.18%)

8(18.18%)

Accept responsibility; Recruit attention positively

Target 31(70.45%)

13(29.55%)

20(45.45%)

Ignore; Seek help; Verbally confront initiator; Walk away

Bystander 27(61.36%)

12(27.27%)

19(43.18%)

Model appropriate behavior; Report incidents; Verbally confront initiator

Staff* 21(47.73%)

8(18.18%)

21(47.73%)

Develop clear consequences; Develop protocol for intervening on incidents; Public posting of expectations

* 33 (75%) of programs required curriculum implementation

Examples of Nonobservable Behaviors for Initiators

Increase tolerance of others (Sheffield Project).

Learn to empathize w/victims (Kia Kaha).

Improve anger management (BullyBusters).

Increase confidence (Anti-bullying game)

Raise awareness of own behavior (Befriending intervention program)

Increase consideration for others (No Blame approach)

Preliminary Results – Systems LogicSystems Feature n % Notes

Faculty Team Developed13 29.55%

Use of Initiator Data10 22.72%

School staff referral; parent referral; Needs assessment of aggression, anger management; self-assessment

Use of Target Data 6 13.63%School staff referral; parent referral; Needs assessment

Use of Bystander Data2 4.54%

Self-assessment; Incidence reporting

Staff Training Provided 23 53.49%

LEA Endorsement 4 9.09%

LEA Coordinator 6 13.63%

Preliminary Results -- RTIRTI Features n % Notes

Identification Screening 3 6.82%

Data Referenced 12 27.27%

Data Specified9 20.45%

School-wide survey of bullying needs; Student incident reports; Teacher incident reports; Referrals

Initiator Continuum 14 31.81% Group counseling sessions

Target Continuum 13 29.55% Group counseling sessions

Bystander Continuum 8 18.18%

Staff Continuum 2 4.54% No formal strategies described.

Fidelity Checks 3 6.82%

Preliminary ConclusionsDevelop method that outlines strategies for all key groups

Operationally define behaviors & “focus skills” for all key members

Emphasize identification of skills for students engaging in bullying behavior

Emphasize data use to make programming decisions.

SWPBS: Basics

SWPBS isFramework 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-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

PREVENTION & EARLY

INTERVENTION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

RtIReducingBullying

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

FewRTI

Continuum 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

SYST

EMS

“BULLY BEHAVIOR”PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

SWPBS look at bullying behavior

OUR BEHAVIORAL PERSPECTIVE

“Do”

Learning history

“Context” or environment

Context manipulatio

n

Data-based decision making

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

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

• 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?

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

SWIS Definition of B

ullying Behavior

Three basic strategies….if

you do nuthin’ else….

• 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

• “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

Scott Ross, University of Oregon39

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 o

f Inc

iden

ts o

f Bul

lyin

g Be

havi

or

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 40

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

• Analyze problem setting• Reteach• Anticipate, remind, &

practice• Replace triggers &

maintainers• Reinforce desired

2. Precorrect Before, During,

After

Allday & Pakurar (2007)

• 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