Tim Lewis, Ph.D. University of Missouri

OSEP Center on Positive Behavioral Intervention & Supports

pbis.org

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

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

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

Develop social skill lessons Provide multiple opportunities to practice Develop pre-correction strategies Involve ALL staff (and students) in

instruction

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

Determine which environmental factors contribute to the problem

Determine which environmental factors can be modified

If factors cannot be modified, what supervision is required?

Everyone knows, and follows, the rules

Routines established that allow students to demonstrate appropriate skills & minimize problem behavior

Adult monitoringFeedback

Such as…. Reschedule transitions or activities to allow adequate adult supervision

Insure all supervisory staff are fluent with nonclassroom procedures

Insure all staff participating

Conduct social skill lessonsProvide pre-corrects / prompts Implement support structures

(e.g., supervision, altered schedules)

Provide feedback

Anecdotal dataBehavior countsBehavioral Infractions from targeted setting

“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)

1. Physical2. Verbal3. Emotional 4. Sexual

Perpetrator Victim Bystander - do not directly participate but reinforce the bully

Non-participant - do not participate, simply present, but take no action to prevent

Passive-submissive – anxious, fearful, withdrawn, bully reinforced by occasioning the behavior

Provocative – display annoying and aggressive responses & thereby inadvertently reinforce the “bully”

Boys = “direct” physical / verbal intimidation

Girls = “indirect” gossip and rumors

Males = larger numbers of both bullies and victims

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

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

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

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

Start with Data

Student Data◦ Problem ◦ Scared◦ How often◦ Types

Staff Data◦ Problem◦ Types & Frequency

Student & Staff Location

WhoHave they contacted an adult

WhoMost likely

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.”

“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”

Staff aware of District policy & procedures?

Top 5 strategies would use? 5 Strategies would not use? Other strategies listed?

Current Data collection captures bullying?◦Office referral◦Student/staff report

OSEP Center for Positive Behavioral Interventions and Supports

pbis.orgMissouri School-wide Positive Behavior

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IDEAS that Workosepideasthatwork.org

What Works ClearinghouseIes.ed.gov/ncee/wwc