Correction System:Responding to Problem Behavior

Chris Borgmeier, PhD

Portland State University

cborgmei@pdx.edu

www.swpbis.pbworks.com

Implementing a School-wide Response to Problem Behavior & Bullying

Chris BorgmeierPortland State University

Revision of slides by:Scott Ross & Rob HornerUtah State Univ. Univ. of Oregon

Goals

Define a set of core features for Bully Proofing

Define how to embed Bully Proofing into existing School-wide Expectations.

Provide current update from one research effort.

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 attentionSocial recognitionSocial statusAccess 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

Creating Effective Learning Environments Know what you want… not just what you do

not want: “Social Responsibility”

Create environments that are:PredictableConsistentPositiveSafe

Developing An Effective Approach

What does NOT work Identifying the “bully” and excluding him/her from

school

Pretending that Bullying Behavior is the “fault” of the student/family/victim.

Providing clinical support for the “bully” without changing the social feedback she/he receives from peers.

Four Roles “stop” signal routine.

Aggressor

Victim

Bystander

AdultsTeaching social responsibilitySupervision in unstructured settings

4 Steps to Bully-proofing

Step #1: Establish a social culture Step #2: Teach a school-wide “stop” signal

a) Teach how to use the “Stop Signal”b) Teach “walk away”c) Teach “getting help”

Teach roles for Aggressor, Victim, Bystander & Adult

Step #3: Focus on Role of Adults Step #4: Individual Student Support

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 firstBe respectfulBe responsibleBe 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”

BullyProofing:Building a social culture What does work

Teach all children to identify and label inappropriate behavior as NOT being examples of expectations.

Not respectful, not responsible., not safe

Teach all students a “stop signal” to give when they experience problem behavior.

What to do if you experience problem behavior (victim, recipient)

What to do if you see someone else in a problem situation (bystander)

Teach all students what to do if someone delivers the “stop signal”

Social Responsibility Matrix

Location 1 Location 2 Location 3 Location 4

Identify most common problem behavior

“Stop” signal

Walk skill

Reporting Skill

Anticipate Common Challenges

Identify common problem areas & problem behaviors

Start with common areasPlaygroundCafeteriaHallways

Identify most common problem behaviorsLink to School-wide Rules/Expectations

Social Responsibility Matrix

Playground Lunch Room Hall way Bus Area

Identify problem behavior

Pushing in line:

Not respectful

Throwing food:

Not respectful or responsible

Name calling:

Not respectful

Pushing others:

Not safe or respectful

“Stop” signal

(for self/ for others)

Walk skill

Reporting Skill

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.” Pair verbal & visual prompt

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

“Stop” “Uncool” “Enough” “Time-out” “Don’t” “Whatever!”

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

Social Responsibility Matrix

Playground Lunch Room Hall way Bus Area

Identify problem behavior

Pushing in line:

Not respectful

Throwing food:

Not respectful or responsible

Name calling:

Not respectful

Pushing others:

Not safe or respectful

“Stop” signal

(for self/ for others)

“stop” “stop” “stop” “stop”

Walk skill

Reporting Skill

Sample Lesson w/ Class

NEED: Small candle, clear glass cup, match1) Compare fire & problem behavior w/ the class

Light candle

2) Explain how problem behavior needs peer attention to keep going just like a candle needs oxygen to stay lit

3) Discuss forms of peer attention Arguing w/ peer that teases you Laughing at someone being picked on Watching problem behavior & doing nothing

Sample Lesson w/ Class (continued)

4) Explain how taking away peer attention is like taking away the oxygen (cover lit candle w/ glass)

5) Students can take away peer attention that keeps problem behavior going by:

Telling someone teasing you to “stop” Walking away from problem behavior Helping another student by saying “stop” or by walking away from

problem behavior with them Telling an adult

6) Model/Lead/Test – school Stop/Walk/Talk behaviors

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.

What if you are asked to Stop?

Good examples of responding to stop/walk/talk should include: Responding appropriately even when you don’t think you did

anything wrong Responding appropriately even if you think the other student is

just trying to get you in trouble

How to respond if someone says “stop” to you: Stop what you are doing Take a deep breath & count to 3 Go on with your day

Stop Signal

When to say “Stop” Johnny pokes Sally in the

back over & over while in line

Susie teases Sally & calls her a bad name

Joey tackles Sam while playing touch football

Sam steals the ball away from Fred when they are not playing a game that involves stealing

When NOT to say “Stop” Johnny accidentally bumps

into Sally at recess Kelly makes a suggestion

for a game that Fred does not like

Sam steals the ball away from Joe when they are playing a basketball game

Sally continues to poke Susie in line after Susie has delivered the stop signal

Team Task

Select an appropriate “stop” signal for your school. How might you include students in defining

this signal? Ensure that the “stop” signal includes BOTH a

verbal and physical component. Develop a lesson plan for teaching students to

effectively and appropriately use stop sign Prioritize high-risk, less structured settings Build in opportunities for student practice of “stop”

Walk Away

Sometimes even when students tell others to “stop”, problem behaviors will continue.

When this happens students are to “Walk Away” form the problem behavior

Social Responsibility Matrix

Playground Lunch Room Hall way Bus Area

Identify problem behavior

Pushing in line:

Not respectful

Throwing food:

Not respectful or responsible

Name calling:

Not respectful

Pushing others:

Not safe or respectful

“Stop” signal

(for self/ for others)

“stop” “stop” “stop” “stop”

Walk skill Walk away Walk away Walk away Walk away

Reporting Skill

Teach “walk away”

Most socially initiated problem behavior is maintained by peer attention.

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

Teach bystanders to facilitate “walking away”Build social reward for victim for “walking away”

Do not reward inappropriate behavior.

Teach “walk away”

Model “walking away” When students experience continued problem behavior or when

they see another student experiencing continued problem behavior

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

Practice “walking away” with student volunteers at the front of the class Include at least 3 examples of how to “walk away” and at least

one example of when not no

“Talk” – Getting help

Even when students use “stop” and “walk away” from the problem, sometimes students will continue to behave inappropriately toward them.

When this happens students should “Talk” to an adult

NOTE: If student is in danger talk to an adult immediately… stop & walk can be bypassed

Social Responsibility Matrix

Playground Lunch Room Hall way Bus Area

Identify problem behavior

Pushing in line:

Not respectful

Throwing food:

Not respectful or responsible

Name calling:

Not respectful

Pushing others:

Not safe or 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

Teach Talk

Where is the line between “talking” and tattling? “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

Teach Talk

Practice “talk” w/ student volunteer in front of class 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”

Team Task

Develop Lesson Plans Identify high probability ‘bullying’ problem

behaviors across setting

Develop plan for teaching & practicing across settings:

Stop – Walk – Talk Teach & practice responses across roles:

Victim/ Bystander/ Bully/ Staff

Step #3: Focus on Role of Adults

How to teach expectations Stop – Walk -- Talk

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?

Look for students that use the 3 step response appropriately & reward

Reinforce students for coming to “talk” to you

Ask who, what, when & where Ensure the student’s safety:

Is bullying still happening? What is the severity? Is the reporting student at risk?/ Fear of revenge? What does the student need to feel safe?

Did you tell the student to stop? If yes, praise student for appropriate response

Did you walk away? If yes, praise student for appropriate response

Team Task

Build a plan for staff. Precorrection prior to unsupervised contexts Specific precorrection of “at risk” student Foundations of active supervision across school

settings Move, Observer, Interact, Intervene Early

When student comes to you with a complaint Focus first on student coming to you with compliant:

Did you say “stop”… did you “walk away” Do not reward tattling.

Questions for student who was viewed as aggressive Did someone tell you to “stop” Did you “stop”

Additional Resources

For detailed information on implementing the Bullyproofing Response to Problem Behavior

Go to www.pbis.org Click on Bully Prevention in SWPBIS

Or the direct Link http://www.pbis.org/pbis_resource_detail_page.asp

x?PBIS_ResourceID=785

Elementary & MS versions