Can PBIS Effectively Address Trends in Bullying?

Applying Evidence Based PracticeWorking Smarter, Not Harder

Susan Barrett

sbarrett@pbismaryland.org

Big Ideas• Anchored in Three Tiered Logic- back up plan for non

responders• Linked to school improvement plan- clear outcomes, clear

operating procedures• Based on School-wide foundation

– Common language, common approach• Data/tools that makes it easy to get key information- • System created before students are identified with access to

support within 72 hours• NOT a gateway to special ed• Constant feedback loop to stakeholders• All staff, students, parents know how to access support,

process and expectations• Modify as necessary• Continuously change, adapt to fit school needs

MemoTo: School Administrators

From: District Administrators

In keeping with the new state initiative, this fall we will be implementing an exciting new district initiative of SNI in place of LYI. All in-service days previously scheduled for LYI will be rescheduled as staff development for SNI. The $500 for release time and materials for LYI will be discontinued and provided instead for SNI. By the way, you will need to create local SNI teams that meet weekly. The former members of your LYI team would be perfect for this new team. Your new SNI binders will be coming next week. Have a great year!!!

14 Initiatives• School Counseling Services• Second Step• FBA/BIP’s• School Health• Social Skills• Bully proofing• Anger Management• Student Intervention Plans• Behavioral Contracting• Character Education• 504 Plans/IEP• CICO• Responsive Classroom• Expanded School Mental Health

Competing or Coordinated

• Need for a framework, the anchor, for all school improvement efforts

• Common language, Common logic

School counseling services Second Step FBAs/BIPs Responsive Classroom Social skills, bully proofing, and/or anger management groups

Special Educaton/IEPs

UNIVERSAL

TARGETED

INTENSIVE

School-wide PBS

Check-in/Check-out Section 504 Plans

Conflict Resolution Behavioral contracting

Alternative programs

Character Education

School mental health services Bullying Prevention

School counseling services Second Step FBAs/BIPs Responsive Classroom Social skills, bully proofing, and/or anger management groups

Special Educaton/IEPs

Bullying

Bullying

Bullying

UNIVERSAL

TARGETED

INTENSIVE

School-wide PBS

Check-in/Check-out Section 504 Plans

Conflict Resolution Behavioral contracting

Alternative programs

Character Education

School mental health services Bullying Prevention

System: Few Students-Individual Student TeamData: Individual Progress Monitoring ToolPractice: establish personal goal sheet, personal strategies, parent and community involvement

System: Some Students-Student Support TeamData: General Point Card-Track Individual Report- Progress MonitoringPractice: More frequent opportunities for teaching, modeling and feedback

System: All Students, All Staff, All Areas-Leadership TeamData: Office Referrals, Staff/Student/Parent ReportPractice: Embed in Teaching Matrix, Expectations, Teach Student and Staff What to do!!

UNIVERSAL

TARGETED

INTENSIVELe

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Tea

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Tea

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Non-negotiable: Natural extension of SW expectations- create decision rules, team approach, strength based, student and family voice, operating procedures

Who will provide the support?What will be the operating procedures?

• School Leadership Team- Tier I– Subset of Leadership Team- Tier II

• Problem Solving Team- Tier III

• Establish roles and responsibilities-– Whole team v individuals on team

• Communication procedures- each other, staff• Overlap?• What will work best for your school?

Embedding Bully-Proofing in School-wide PBS

Scott RossRob HornerBruce Stiller

Bullying

• Analyze your school data

• Plan for prevention, plan for non- responders at Tier II, III

• Tool for tracking

• Communication

• Strategy

• Move from new to standard operating procedure

Defining Bullying

Aggressive behavior that intends to cause harm or distress

Usually is repeated over time

Occurs in a relationship where there is an imbalance of power or strength

(HRSA, 2006; Limber & Alley, 2006; Olweus, 1993)

Challenges in Defining Bullying

Bullying ≠ fighting- Fighting assume balance of power

Bullying ≠ conflict- Conflict suggests a disagreement

Bullying ≠ harassment- Harassment is for protected classes

Bullying ≈ peer victimization or abuse

Forms of BullyingDirect Hitting, kicking, shoving, spitting, stealing Taunting, teasing, sexual comments Threatening, obscene gesturesIndirect Getting another person to bully someone for you Spreading rumors Deliberately excluding someone from a group or

activity Cyberbullying

Cyberbullying Study of 3,767 children (grades 6-8) Prevalence

- 25% of girls and 11% of boys had been cyberbullied at least once- 13% of girls and 9% of boys had cyberbullied someone else at least once

Common methods of cyberbullying- Instant messaging: 67% (8th graders more)- Chat rooms: 25%- E-mail: 24%- Website: 24%- Text messaging: 15% (8th graders more)

Who did the cyberbullying?- Student at school (53%)- Didn’t know (48%)- Friend (37%)- Sibling (13%) (Kowalski et al., 2007)

Staff Experiences with Bullying

Staff Efficacy: Staff who had effective strategies Thought bullying was less of a problem Thought their school was doing “enough” to prevent

bullying Were more likely to intervene Were less likely to make the situation worse Felt safer at school Felt like they belonged at school

(Bradshaw et al., 2007, SPR)

Common “Misdirections” in Bullying Prevention and

Intervention

• Zero tolerance (student exclusion)

• Conflict Resolution/Peer Mediation

• Group treatment for children who bully

• Simple, short-term solutions

http://www.pbis.org/files/newwebfiles2008/pbsbullyprevention.pdf

Main Ideas• “Bullying” is aggression, harassment,

threats or intimidation when one person has greater status, control, or power than the other.

• Bullying behaviors affect the sense of school as a “safe” environment.

video

Main Ideas• Bullying behavior typically is rewarded

(maintained) by the “victims” or “bystanders” – Social attention– Social recognition– Social status– Access to physical items/ preferred activities

• Bullying behavior is seldom maintained by adult attention

Main Ideas

• All “bully proofing” skills are more effective if the school has first established a set of POSITIVE school-wide behavioral expectations.

• Great care is needed to prevent a “bully-proofing” effort from becoming a “bully-training” program.

A Comprehensive Bully-proofing Model

Universal Positive Behavior Support

Teach a “stop”signal

Staff trainingIndividual Student

Supports

Define & Teach Expectations

Consequences For Behavioral Errors

Data System

Teach “stop”routine

Teach Bystanderroutine

Teach being asked to “stop”

Teach how to train “stop”Signal

Teach Precorrection

Teach supervisorroutine

Function-basedsupport for Aggressive Student (bully)

Function-based support for victim

Step 1: Establish a social culture

• Teach school-wide behavioral expectations• Be respectful, be responsible, be safe

• Acknowledge appropriate behavior

• Establish clear consequences for inappropriate behavior

• Develop and use a data collection system for monitoring effects, and making decisions.

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

Teaching Social Responsibility• Teach school-wide expectations first

– Be respectful– Be responsible– Be 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”

Step #2: Teach a school-wide “stop” signal

• If someone is directing problem behavior to you, or someone you are with, tell them to “stop.”

• What is the “Stop Signal” for your school?• Have a physical as well as verbal signal

– “Stop”– “Enough”– “Don’t”

• The language and signal need to age appropriate, and contextually acceptable.

Teach how to use the “Stop Signal”• How do you deliver the “stop signal” if you feel someone

is not being respectful?• (e.g. you feel intimidated, harassed, bullied)?

• How do you deliver the “stop signal” if you see someone else being harassed, teased, bullied?

• What to do if someone uses the “stop signal” with you?

• Note: Include “non-examples” of when and how to use “stop” signal.

Teach “walk away”“Look Cool and Walk Away”

• Most socially initiated problem behavior is maintained by peer attention.

– Victim behavior inadvertently maintains taunt, tease, intimidate, harassment behavior.

– Build social reward for victim for “walking away”

• Do not reward inappropriate behavior.

Teach “getting help”• Report problems to adults

– Where is the line between tattling, and reporting?

• The adult should always ask:– Did you say, “stop”– Did you walk away?

Step #3: Focus on Role of Adults

• How to teach expectations• Establish relationships- Acknowledgement System

as excuse to get to know everyone

• Pre-correct (quick practice of appropriate skills just prior to entering “high probability” context)– With whole class– With “at risk” students

• Reporting routine– What do you say when a student comes to you?– What do you ask of a student accused of being a bully?

Reporting Routine• A child comes to you and reports that someone

else was not respectful– “Did you say stop?”– “Did you walk away?”

• Talking to the child who was disrespectful– “Did he say stop”– “What did you do”– “Show me doing it the right way”

Activity #1• Select an appropriate “stop” signal for your

school.– How might you include students in defining

this signal?– Ensure that the “stop” signal include BOTH a

verbal and physical component.

Step #4: Individual Student Support

• Support for Students who are aggressive

– Individualized assessment

– Family support– Teach appropriate

social skills– Isolate from deviant

peer group.

• Support for Students who are frequent “victims”

– Redefine roles– Re-teach respectful

behavior– Teach social skills– Embed student in

constructive peer groups.

Social Responsibility Matrix

Location 1 Location 2 Location 3 Location 4

Identify most common problem behavior

“Stop” signal

Walk skill

Reporting Skill

Social Responsibility Matrix

Location 1

Playground

Location 2

Lunch Room

Location 3

Hall way

Location 4

Bus Area

Identify problem behavior

Pushing in line:

Not respectful

Throwing food:

Not respectful Not responsible

Name calling:

Not respectful

Pushing others:

Not safe

Not respectful

“Stop” signal

(for self/for others)

“stop” “stop” “stop” “stop”

Walk skill

Walk away Walk away Walk away Walk away

Reporting Skill

Tell teacher Tell teacher Tell teacher Tell teacher

Embedding Bully-Proofing: One Example

• How Bully-Proofing was taught in one school

• How data were recorded

• Current status of research effort

How it was taught• School Rules:

– Be Safe, Be Kind, Be Responsible

• Problem Behaviors– Basketball, Four square, In between

• Why do kids do it?

• Stop, Walk, Talk

How data were recorded• When problem behavior was reported, staff follow a

specific school-wide response:

1. Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.")

2. "Did you tell the student to stop?" (If yes, praise the student for using an appropriate response)

3. "Did you walk away from the problem behavior?" (If yes, praise student for using appropriate response)

How data are recorded• When students report problem behavior appropriately,

staff initiate to following response with student accused of inappropriate behavior:

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

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

3. Practice the 3 step response.

How data are recordedBEHAVIOR not safe not kind not responsibleREPORT Behavior Reported Behavior Observed

SITE playground cafeteria inside recess office quads quads assembly __________

RECIPIENT Used "Stop" Signal Used "Walk Away"

procedure Appropriately Reported

Problem Behavior

PERPETRATOR Saw the "stop" signal Saw recipient "walk away" 3-step response practiced

Tier 3

Tier 2

Tier 1

Triangle Triangle Activity:Activity:

Applying the Applying the Three-Tiered Three-Tiered

Define and Teach SW expectationsTeach SignalBuild a plan for staff

•Pre- correct•Active Supervision

Establish Data System

•Booster session for targeted groupUsing lesson plans based on data

Individual student works through Lesson plans based on need (data)

•Good Day Plan

•3rd grade elementary classroom uses lesson plan on decision making•Progress Monitor

SW Expectations

• What are your SW expectations?

• Same Process– Admin critical- allocation of resources– Agreement, ownership, priority, link to SIP– Teaching stakeholders (staff, students, parents)– Expectations/Matrix established– Tracking fidelity and outcomes

CICO Record

Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time

Safe Responsible Respectful

Check In 2 1 0 2 1 0 2 1 0

BeforeRecess

2 1 0 2 1 0 2 1 0

BeforeLunch

2 1 0 2 1 0 2 1 0

After Recess 2 1 0 2 1 0 2 1 0

Check Out 2 1 0 2 1 0 2 1 0

Today’s goal Today’s total points

Comments:

Daily Progress Report consistent with SW Expectations

CICO Record

Name: ____________________________ Date: ______________ 2 = great 1 = OK 0= hard time

SafeStay in sight

ResponsibleRequest/Report

RespectfulUse squawk words

and signal

Check In 2 1 0 2 1 0 2 1 0

BeforeRecess

2 1 0 2 1 0 2 1 0

BeforeLunch

2 1 0 2 1 0 2 1 0

After Recess 2 1 0 2 1 0 2 1 0

Check Out 2 1 0 2 1 0 2 1 0

Today’s goal Today’s total points

Comments:

Daily Progress Report consistent with SW Expectations

HAWK ReportDate ________ Student _______________Teacher___________________

0 = No1= Good2= Excellent

Be Safe Be Respectful

Be Your Personal Best

Teacher initials

Keep hands, feet, and

objects to self

Use kind words

and actions

Follow directions

Working in class

Class 0 1 2 0 1 2 0 1 2

0 1 2

Recess 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

0 1 2

Lunch 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

0 1 2

Recess 0 1 2 0 1 2 0 1 2

Class 0 1 2 0 1 2 0 1 2

0 1 2

Total Points = Points Possible = 50

Today ______________% Goal ______________%

Point Card /MatrixRespect Responsible Ready

Hallway

Lunch

Playground

Personal Goal: