“it is essential to follow the same logic in designing social behavior curriculum, more commonly...

Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller

Empowering Students to Bully proof

“It is essential to follow the same logic in designing social behavior curriculum, more commonly known as discipline or behavior management. Teachers “should not make assumptions about what the children “should know by now”; rather, they should assess for prior knowledge and adjust curriculum and supports accordingly”.


Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

Secondary Prevention:

Specialized GroupSystems for Students

with At-Risk Behavior

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

~80% of Students

~15%

~5%

School-Wide Positive Behavior

Support


Adults only

see the tip of the

iceberg.


RolesTeachersStudents AdminSupport staff

Learn the program

and reinforce

the program

Teach and reinforce

the program

Support and

reinforce the

program

Support the staff

and students

and reinforce

the program


A Comprehensive Bully Prevention Model

Bully Prevention

School-wide Behavioral Expectations

TeachAll

Students

Practice

WithSome

Students

SupportStaff

Implement

Bully Victim

Individual Student Supports

Collect and use data for decision-making


Types Of Bullying Physical Aggression: Hitting,

kicking, tripping, pushing, spitting, destroying property, threatening with a weapon, intruding personal space that make you feel uncomfortable

Social Aggression: Spreading

rumors, gossip, excluding from group, silent treatment

Verbal Aggression: Name calling, mocking, teasing, threatening and intimidating phone calls

Intimidation: Graffiti, a dirty trick,

taking possession, coercion

Written Aggression: Note writing, graffiti, slam books

Sexual Harassment: Comments

or actions of a sexual nature which are unwelcome and make the recipient uncomfortable

Racial and Ethnic Harassment:

Comments or actions containing racial or ethnic content which are unwelcome and make the recipient uncomfortable.

Cyber bullying: inappropriate

emails, written comments in chat rooms, texting


Teaching Social ResponsibilityTeach school-wide expectations first

I am responsibleI am respectfulI am Ready to LearnI am Safe

Focus on “non-structured” settings Cafeteria, Gym, Playground, Hallway, Bus Area

Teach Bully Prevention “SKILLS” If someone directs problem behavior toward you. If you see others receive problem behavior If someone tells you to “stop”

Resource: Bully Prevention In Positive Support; S. Ross, R. Horner & B. Stiller.

Teach students to identify problem behavior.

The key is to focus on what is appropriate:Teaching school-wide expectations, and teach

that all problem behaviors are an example of NOT being appropriate.

Define most common problem behaviors. Use these behaviors as non-examples of school-wide expectations.


Examples of Problem Behaviors

Running in the Hallways or CafeteriaThrowing objects at another studentHitting, Kicking, or restricting another’s

movementTalking behind someone’s backSomeone calls namesGossipTrippingWhat are some common problem behaviors in your classroom?


Core Features of Bully and Harassment Prevention in Positive Behavior Support

Remove the reinforcers that maintain socially aggressive behavior. Peer attention

Impact Bystander behavior. Empower them to help.

Teach all students to identify and label disrespectful behavior.

School-wide Stop Signal students can use to interrupt social aggression.

Teach All StudentsTeach school-wide expectations (include “be

respectful”) Teach students to recognize “respectful” versus “non-

respectful” behavior.

Teach the “pay off” for not being respectful You get attention (which comes in many forms) You get materials/activities

Teach what to do if you experience non-respectful behavior.

“Stop” Walk Away Talk (Get Help)


Why does non-respectful behavior keep happening?

Discuss why kids exhibit problem behavior outside the classroom

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, Walk, Talk A clear, simple, and easy to remember 3 step

response

Teach the “Stop Signal”If someone is directing problem behavior to

you, or someone else, tell them to “stop.”

Because talking is hard in emotional situations… always include a physical “signal” to stop.

Review how the stop signal should look and soundFirm hand signalClear voice


Teaching a Reply (What to do when YOU are asked to

“stop”)

Eventually, every student will be told to stop. When this happens, they should do the following thingsStop what they are doing Take a deep breathGo about their day (no big deal)

These steps should be followed even when they don’t agree with the “stop”


Teach “walk away”

Sometimes, even when students tell others to “stop”, problem behavior will continue. When this happens, students are to "walk away" from the problem behavior.

Remember that walking away removes the reinforcement for problem behavior

Teach students to encourage one another when they use the appropriate response


Teach “getting help”

Even when students use “stop” and they “walk away” from the problem, sometimes students will continue to behave inappropriately toward them. When that happens, students should "talk" to an adult.

Report problems to adultsWhere is the line between tattling, and reporting?

"Talking" is when you have tried to solve the problem yourself, and have used the "stop" and "walk" steps first:

Tattling is when you do not use the "stop" and "walk away" steps before "talking" to an adult

Tattling is when your goal is to get the other person in trouble


Extra Practice with Some StudentsFor students with high rates of physical and

verbal aggression.Pre-correctionOn-site practice

For students who are more likely to be victims who reward physical and verbal aggression.


Supporting Staff Behavior

When any problem behavior is reported, adults follow a specific response sequence:Reinforce the student for reporting the problem

behavior (i.e. "I'm glad you told me.")

Ask who, what, when and where.

Ensure the student’s safety. Is the bullying still happening? Is the reporting child at risk? Fear of revenge? 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 from the problem behavior?" (If yes, praise student for using appropriate response. If no, practice.)


When the child did it right…Adults initiate the following interaction with the

Perpetrator:

Reinforce the student for discussing the problem with you

"Did ______ tell you to stop?" If yes: "How did you respond?" Follow with step 2 If no: Practice the 3 step response.

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

Practice the 3 step response. The amount of practice depends on the severity and

frequency of problem behavior


Rewarding Appropriate Behavior

Effective Generalization Requires the prompt reinforcement of appropriate behavior, the FIRST time it is attemptedLook for students that use the 3 step response

appropriately and reward Students that struggle with problem behavior

(either as victim or perpetrator) are less likely to attempt new approaches. Reward them for efforts in the right direction.


Empowering Bystanders85 % students who are neither bullies nor

victims.Empowering the silent majority reduces fear

bullies create.Children will report bullying if they know that

the staff will intervene effectively.Caring majority must be developed

comprehensively at the individual classroom level and throughout the school as a whole.


Guidelines to EmpowermentIdentify the behaviors and characteristics of

a caring community.Recognize and reinforce caring majority

behaviors.Developing classroom and school-wide

majority groups.Use teachable moments.Understanding Expectations.Finding the Courage to Act. “Courage is the

decision to act.


PracticeBreak up into groups of 2 and:

For 3 minutes, practice the “stop” response, along with how to reply when someone uses the stop response on you. (Make sure that each person is able to practice each roll)

• Next, break up into groups of 4 and:Practice the entire SWT response: Separate roles into: Supervisor, Perpetrator, Victim, and Bystander. Try to find situations where Stop/Walk/Talk may not be enough.

“it is essential to follow the same logic in designing social behavior curriculum, more commonly...

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