Download - Non-classroom Settings at the High School
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Tim Lewis, Ph.D. University of Missouri
OSEP Center on Positive Behavioral Intervention & Supports
pbis.org
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Identify Setting Specific Behaviors Develop Teaching Strategies Develop Practice Opportunities and
Consequences Assess the Physical Characteristics Establish Setting Routines Identify Needed Support Structures Data collection strategies
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Identify problems◦ Student to adult◦ Student to student◦ Student to system
Generate a list of replacement behaviors {What do you want students to do?}
Frame in positive observable terms Use students’ input
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RAH Classroom Hallway/
Commons
Cafeteria Bathrooms
Respect Be on time; attend regularly; follow class rules
Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass
Put trash in cans, push in your chair, be courteous to all staff and students
Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet
Achievement
Do your best on all assignments and assessments, take notes, ask questions
Keep track of your belongings, monitor time to get to class
Check space before you leave, keep track of personal belongings
Be a good example to other students, leave the room better than you found it
Honor Do your own work; tell the truth
Be considerate of yours and others’ personal space
Keep your own place in line, maintain personal boundaries
Report any graffiti or vandalism
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Develop social skill lessons Provide multiple opportunities to practice Develop pre-correction strategies Involve ALL staff (and students) in
instruction
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Specific verbal feedback using language of social skills
Reinforcers / Incentives Teach in settings / Practice in settings Error corrections Uniform standards and outcomes for serious
rule offenses
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Determine which environmental factors contribute to the problem
Determine which environmental factors can be modified
If factors cannot be modified, what supervision is required?
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Everyone knows, and follows, the rules
Routines established that allow students to demonstrate appropriate skills & minimize problem behavior
Adult monitoringFeedback
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Such as…. Reschedule transitions or activities to allow adequate adult supervision
Insure all supervisory staff are fluent with nonclassroom procedures
Insure all staff participating
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Conduct social skill lessonsProvide pre-corrects / prompts Implement support structures
(e.g., supervision, altered schedules)
Provide feedback
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Anecdotal dataBehavior countsBehavioral Infractions from targeted setting
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“A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other students” (Elliott, 2002)
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1. Physical2. Verbal3. Emotional 4. Sexual
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Perpetrator Victim Bystander - do not directly participate but reinforce the bully
Non-participant - do not participate, simply present, but take no action to prevent
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Passive-submissive – anxious, fearful, withdrawn, bully reinforced by occasioning the behavior
Provocative – display annoying and aggressive responses & thereby inadvertently reinforce the “bully”
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Boys = “direct” physical / verbal intimidation
Girls = “indirect” gossip and rumors
Males = larger numbers of both bullies and victims
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Bullys Victims
Individual Impulsive, dominant, lacks empathyPositive attitude toward violenceDifficulty conforming to rulesPhysical strength (males)Gradual decrease in academic achievementAssume leadership roles in core groups of peers (female)More likely to bring weapons to school (52% males, 30% females)70% report weapons outside of school
Cautious, insecureDifficulty asserting themselves among peersPhysical weakness (males)Increase likelihood to carry weapons to school (36% males, 15% females)
Family Lack of parental involvementOverly-permissiveHarsh disciplineLack of parental supervision
Peer Friends/peers with positive attitudes toward violenceExposure to models of bullying
Lack of close friends
School Lack of supervisionIndifferent attitude toward bullying
Presence of aggressive studentsLack of supervisionIndifferent attitude toward bullying
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Short term◦ Bully - reinforced – increases future bullying◦ Victim - somatic symptoms, fearful, avoidance
Long term◦ Bully
60% grades 6-9 had been convicted of an aggressive crime in adulthood
More likely to be violent (Nansel et al, 2004). More likely to have children who bully
◦ Victim depression, poor self esteem, suicide, school drop out Ostracized by peers
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School & home that is characterized as “warm” but sets firm limits for unacceptable behavior
When violations occur, non-hostile, nonphysical sanctions be consistently applied
Careful monitoring of student activities Adults should act as responsible authorities
during all adult-child interactions, especially when bullying occurs
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Perpetrator- discourage / appropriate sanctions
Victim – teach strategies to appropriately avoid/escape situations that involve bullying & place in activities in which they can succeed to boost confidence
By-standers – make them aware of their supporting role and discourage them
Non-participants – teach them to discourage bullying and to not show approval if observed
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Start with Data
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Student Data◦ Problem ◦ Scared◦ How often◦ Types
Staff Data◦ Problem◦ Types & Frequency
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Student & Staff Location
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WhoHave they contacted an adult
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WhoMost likely
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60 students commented that they see bullying in gym, P.E., and the locker room
“I felt embarrassed. I really didn't want to be in that situation”
“I hate it, it hurts me a lot!!!!” “No one does anything enough to stop them
anyway. There is too much of it.”
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“Not enough enforcement of the rules so more bullying is done.”
“Sometimes grown-ups don't understand or you can't tell them what you are going through because you are afraid they will get mad at you.”
“When there is bullying going on in the classroom some of the teachers see it and they hear but they don't do anything”
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Staff aware of District policy & procedures?
Top 5 strategies would use? 5 Strategies would not use? Other strategies listed?
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Current Data collection captures bullying?◦Office referral◦Student/staff report
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OSEP Center for Positive Behavioral Interventions and Supports
pbis.orgMissouri School-wide Positive Behavior
Support pbismissouri.org
IDEAS that Workosepideasthatwork.org
What Works ClearinghouseIes.ed.gov/ncee/wwc