implementation example: bullying prevention. bullying program component review purpose
TRANSCRIPT
Implementation Example:
Bullying Prevention
Bullying Program Component Review Purpose
Identify programming components of established methods
Identify skills of key groups
Determine adherence to RTI prevention & intervention logic
Preliminary Conclusions
Develop method that outlines strategies for all key groups
Operationally define behaviors & “focus skills” for all key members
Emphasize identification & teaching skills for students engaging in bullying behavior
Emphasize data use to make programming decisions.
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
Four 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 Oregon12
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
of
Inci
dents
of
Bully
ing
Behavio
r
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 13
Conditional Probabilities of Bystander Responses to Problem Behavior
0%
10%
20%
30%
40%
50%
"Sto
p"
"Wa
lk"
Po
sitiv
e R
esp
on
se(l
au
gh
ing
/ch
ee
rin
g)
Ne
ga
tive
Re
spo
nse
(cry
ing
/fig
htin
gb
ack
)
No
Re
spo
nse
Pro
bab
ilit
y o
f R
esp
on
seBaseline
BP-PBS
21% increase
22% decrease
• 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
Supervise
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
Behavior Support Elements
Problem Behavior
Functional Assessment
Intervention & Support Plan
Fidelity of Implementation
Impact on Behavior & Lifestyle
*Response class*Routine analysis*Hypothesis statement *Alternative behaviors
*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions
*Implementation support*Data plan
*Continuous improvement*Sustainability plan
• Team-based• Behavior competence