Rob Horner Matt TincaniUniversity of Oregon Temple University

1

www.pbis.org

APBS Webinar February 20, 2013

Format Introduction/ Agenda

Orientation to Bully Prevention within SWPBIS (30 min)

Questions (facilitated by Matt Tincani)

Implementing Bully Prevention within SWPBIS (30 min)

Questions (facilitated by Matt Tincani)2

Goal/ Objectives Goal:

Define a plan for implementing Bully Prevention within schools already using School-wide PBIS

Objectives: 1. Define the logic for investing in bully prevention 2. Define the five core skills for “student

orientation” What to teach, How to teach it.

3. Define the core elements for “faculty orientation”

What to teach, How to teach it. 4. Define the role of data before, during and after

implementation For both fidelity and impact

5. Define the expectations for advanced support 6. Define steps to Implementation of BP within

SWPBIS

Acknowledgements

Scott Ross, University of Utah Brianna Stiller, Eugene 4J School

District Rhonda Nese, University of

Oregon Celeste Rossetto Dickey, University of

Oregon Anne Tomlanovich, Eugene, 4J School

District George Sugai, University of

Connecticut4

5

The Logic:Why invest in Bully Prevention? The National School Safety Center (NSSC) called

bullying the most enduring and underrated problem in U.S. schools.

(Beale, 2001)

Nearly 30 percent of students have reported being involved in bullying as either a perpetrator or a victim

(Cook, Williams, Guerra, & Kim, 2010; Nansel, et al., 2001; Swearer & Espelage, 2004).

Victims and perpetrators of bullying are more likely to skip and/or drop out of school.

(Berthold & Hoover, 2000; Neary & Joseph, 1994)

Victims and perpetrators of bullying are more likely to suffer from underachievement and sub-potential performance in employment settings.

(Carney & Merrell, 2001; NSSC, 1995).

The LogicWhy invest in Bully Prevention? Involvement in bullying is a cross-cultural

phenomenon (Jimerson, Swearer, & Espelage, 2010)

Bullying is NOT done by a small number of students who are socially and emotionally isolated. Bullying is common across socio-economic status, gender, grade, and class.

Bradshaw, et al., 2010

Many bully prevention programs are either ineffective, only show change in verbal behavior, or inadvertently result in increases in relational aggression and bullying.

Merrell et al., 2008

6

The Foundations What is Bullying Behavior?

Why does Bullying Behavior develop and sustain?

What are the core elements of a school setting that both prevents the development of bullying behavior, and reduces bully that is occurring?

7

What is Bullying? “Bullying” is repeated aggression,

harassment, threats or intimidation when one person has greater status or power than the another.”

Examples:

8

Office of Civil Rights: Recognition of Intensity

There is a level of bullying and harassment where

the behavior of a student(s) creates a “hostile

environment” for another student(s). When this

occurs the school is obliged to not just “problem

solve” a solution, but to engage in immediate and

substantive efforts to protect the “at risk”

student(s).

When Bullying or harassment target a student from

a protected class (race/ethnicity, disability, at-risk)

a “hostile environment: exists.

Bully Prevention

9

Bullying behavior occurs in many forms, and locations, but typically involves student-student interactions.

Bullying is seldom maintained by feedback from adults Bullying is more likely to occur toward students who do

not retaliate Bullying is most likely when it results in social attention

from others Students who engage in bullying behavior often have

the skills to get attention in more appropriate ways.

What rewards Bullying Behavior? Most common are:

Attention from bystanders Attention and reaction of “victim” Self-delivered praise Obtaining objects (food, clothing)

Activity 1. Identify an example of bullying you have

encountered _________________________________________

Context/Situation Bullying Behavior Rewarding Consequence

_____________________________________________

2. Identify a problem behavior that would NOT be bullying.

10

Core Elements of an Effective Bully Prevention Effort.

11

Many Bully Prevention programs focus on the bully and the victim

Problem #1: Inadvertent “teaching of bullying” Problem #2: Blame the bully Problem #3: Ignore role of “bystanders” Problem #4: Initial effects without sustained impact. Problem #5: Expensive effort

What do we need? Bully prevention that is efficient, and “fits” with

existing behavior support efforts Bully PREVENTION, not just remediation Bully prevention with the systems that make the

program sustainable.

Elements of Effective Bully Prevention

12

School-wide PBIS

Data Use

Bully Prevention Logic

Faculty Implementation

Student Use of BP-PBIS routines

Advanced

Support

Core Features of an Effective Bully Prevention Effort.Five Student Skills For Faculty/Staff School-wide behavioral

expectations (respect) Stop routine when faced

with disrespectful behavior

Bystander routine when observing disrespectful behavior

Stopping routine if someone tells you to “stop”

A recruit help routine to recruit adult help if you feel unsafe.

Agreement on logic for bully prevention effort.

Strategy for teaching students core skills

Strategy for follow-up and consistency in responding

Clear data collection and data use process

Advanced support options

13

Adapting Any Bully Prevention Effort Make any bully prevention program fit the

social culture of the school. (terms, intensity, coordination, collaboration)

Make the bully prevention effort fit the developmental level of the students.

Do the same thing, differently for elementary, middle, high school

Collect and use data Before implementing collect data to document need and

build consensus After implementing collect data to assess impact and

guide local adaptation14

Research Support Experimental Support

Descriptive Support

15

16

The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness TrialTracy E. Waasdorp; Catherine P. Bradshaw; Philip J. LeafArch Pediatr Adolesc Med. 2012;166(2):149-156

Results: Analyses indicated that children in schools that implemented SWPBIS displayed lower rates of teacher-reported bullying and peer rejection than those in schools without SWPBIS. A significant interaction also emerged between grade level of first exposure to SWPBIS and intervention status, suggesting that the effects of SWPBIS on rejection were strongest among children who were first exposed to SWPBIS at a younger age.

Conclusions: The results indicated that SWPBIS has a significant effect on teachers' reports of children's involvement in bullying as victims and perpetrators. The findings were considered in light of other outcomes for students, staff, and the school environment, and they suggest that SWPBIS may help address the increasing national concerns related to school bullying by improving school climate.

Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42(4), 747-759. Three Schools

Six students identified for high rates of verbal and physical aggression toward others.

Whole school implementation of SWPBIS Whole school addition of Stop-Walk-Talk

Direct observation of problem behavior on playground.

17

www.pbis.org

19 3.14 1.88 .88

72%

BP-PBS, Scott Ross 20

Conditional Probabilities of Victim Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

"Sto

p"

"Wal

k"

Pos

itive

Res

pons

e(la

ughi

ng/c

heer

ing)

Neg

ativ

eR

espo

nse

(cry

ing/

fight

ing

back

)

No

Res

pons

e

Prob

abili

ty o

f Res

pons

eBaselineBP-PBS

28% increase 19% decrease

BP-PBS, Scott Ross 21

Conditional Probabilities of Bystander Responses to Problem Behavior

0%

10%

20%

30%

40%

50%

"Sto

p"

"Wal

k"

Pos

itive

Res

pons

e(la

ughi

ng/c

heer

ing)

Neg

ativ

eR

espo

nse

(cry

ing/

fight

ing

back

)

No

Res

pons

e

Prob

abili

ty o

f Res

pons

eBaselineBP-PBS

21% increase

22% decrease

Available atwww.pbis.org

Middle Schools:Expect Respect Student forum Multiple lessons (Three lessons plus monthly

discussion) On-going assessment of staff fidelity Student survey

23

Bully Prevention within PBIS

Core Elements and Implementation Process

25

Building Consensus and Commitment

For middle and high school, always conduct pre-implementation survey, and pre-implementation focus groups.

For elementary schools, conduct discussions with families, faculty and staff.

Use existing ODR, suspension, expulsion, discussion data. Share the information with families, students,

faculty, staff26

Student Forum (middle/high school) 8-10 students selected for

leadership/contribution 60-90 min

Content of discussion: 1. Is disrespectful behavior a problem?

What is impact of disrespectful behavior on ability of others to succeed in school?

2. Disrespectful behavior typically keeps happening because it results in attention from peers.

3. We need common (school-wide) routines for: A) Stop Routine (signal that behavior should stop)

If someone is disrespectful toward you B) Bystander Routine

If you encounter someone being disrespectful toward others B) Stopping Routine (what to do when someone asks you to

“stop” C) Recruiting Help Routine (Getting help when you feel unsafe)

27

Common Responses from Students when they encounter disrespectful behavior

Action Pros Cons

Return insults    

Fight Back    

Tell an Adult    

Don’t react – just ignore it

   

Ask a friend for advice

   

Tell them to stop    

28

Scott Ross, University of Oregon29

Harassment

Disrepect

Physical Aggression

Name Calling/ Inapp Language

Student Survey Date:_______

In your school 1. You feel safe 2. Other students treat you

respectfully? 3. You treat other students

respectfully? 4. Adults treat you respectfully? 5. You treat adults in your school

respectfully In the past week

5. Has anyone treated you disrespectfully?

6. Have you asked someone to “stop?”

7. Has anyone asked you to “stop?”

8. Have you seen someone else treated disrespectfully?

Disagree Agree

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 2 3 4 5 1 2 3 4 5

No Yes No Yes No Yes

No Yes

31

Safe You are treated

You treat others

Adults treat you

You treat adults

00.5

11.5

22.5

33.5

44.5

5

Pre BP

Treated Dis Ask other to stop Asked to stop Seen disrespect0%

5%

10%

15%

20%

25%

30%

35%

40%

Pre BP

Scott Ross, University of Oregon32

Safe You are treated

You treat others

Adults treat you

You treat adults

00.5

11.5

22.5

33.5

44.5

5

Pre BPPost BP

Treated Dis Ask other to stop Asked to stop Seen disrespect0%

5%

10%

15%

20%

25%

30%

35%

40%

Pre BPPost BP

1. Establish The Logic Bullying is “behavior” … not a trait

Bullying is maintained by social rewards from other students (victims and bystanders): Not consequences from adults

Bullying will continue as long as it continues to be rewarded. Even if we teach appropriate behavior and punish

bullying Even if some students resist bully efforts.

Preventing bullying requires that students remove the social rewards that maintain bullying behaviors.

33

Note: This is not consistent

with our societal message

to simply “stand up” to

bullying.

--------------

--------------

-----------

--

(Note: “standing up” to

bullying typically just

transfers the target to

someone else… it not a real

solution for the whole

school).

The Logic: Establish student “buy-in” Build a positive social culture

Teach all students core behavioral expectations One of the core expectations should include:

Be respectful of others

Teach all students what to do when they encounter behavior that is not respectful. 1. What do you do if someone is not respectful to

you? 2. What do you do if you encounter someone not

being respectful to someone else? 3. What do you do if someone tells you that you are

not being respectful? Remove the rewards that sustain bullying

behavior.34

Student Orientation/Focus Group Building a culture of social competence

A) School-wide behavioral expectations Common goal (make school safe and respectful for all)

B) School-wide agreement about how to respond to problem behavior.

Routine for signaling “stop” Routine for stopping Routine for recruiting help

C) Define what happens when someone recruits help.

What can adults do.? What should adults do? What will adults do?

35

Teach all students to remove the rewards that sustain bullying Do NOT use the label, “bullying,” with

students. Teach how to respond if someone is NOT respectful.

__________________________________________

What does it look like when people are not respectful?

Why do these behaviors keep happening?

What should you do? If you experience someone doing these behaviors

to you? If you see someone else in these situations? If someone tells YOU that your behavior is

disrespectful?

38

41

Student BP Orientation

42

What does attention from others look like?

Peer attention comes in many forms: Arguing with someone who teases you Laughing at someone being picked on Simply watching someone be hurt and doing nothing

(watching is attention)

Provide the core message: Take away the attention that sustains

disrespectful behaviors.The candle under a glass

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

response

43

Teach Three-Steps that can be used in all places at all times. Keep it simple

44

If you encounter behavior that is NOT respectful

Say and Show

“STOP” Talk to an Adult

Stop -------- Walk -------- Talk

Walk Away

Skill #1: “Respect” (school-wide)Skill #2: Teach the “Stop Signal”

45

If someone is directing problem behavior to you, ask them them to “stop.”

Gesture and word

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

46

Discuss how

showing/saying “stop”

could be done so it

still rewarded

disrespectful behavior

Skill #3: Teach how to respond if someone says “Stop”

47

Eventually, every student will be told to stop. When this happens, they should do the following things Stop what you are doing Take a deep breath Go about your day (no big deal)

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

Scott Ross, University of Oregon

“Stop” means stop.

The rule is: If someone asks you to stop,

you stop.

Skill #4: Saying stop when someone else is being treated disrespectfully Remember: Even if all you do is “watch” a

bad situation, you are providing attention that rewards disrespectful behavior.

If you see someone else being treated disrespectfully: Say and show “stop” to the person being

disrespectful Offer to take the other person away for a little bit.

If they do not want to go, that is okay…just walk away.

51

Elaboration Ask students to identify a situation when they

were a bystander, and could have used the “stop” signal.

If appropriate, ask 3 students to role-play some of the situations proposed.

53

Skill #5: “walk away” and get help

54

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 attention for problem behavior

Encourage students to support one another when they use the appropriate Stop Walk Talk response

Walk away, and get help

55

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

Report problems to adults Where 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 troubleKEY: Students must know what to expect

from adults if the student reports an instance of behavior that is not respectful

Getting Help Works Research indicates that if you are submissive

or aggressive when faced with disrespectful behavior you are MORE likely to suffer prolonged social problems. “Getting help” is associated with reduction experiencing relational and physical aggression.

Kochenderfer-Ladd, 2004 Mahady-Wilton, Cragi, &

Pepler, 2000

Scott Ross, University of Oregon56

Elaboration What will adults do when you report a

problem?

1. Adults will ask if you said “stop” and walked away

2. If you did not say “stop” adults will ask you to practice that skill

3. If you did say “stop” adults will talk to the other student.

It is important to all adults in this school that you are both treated respectfully, and feel safe.

Remember that the real way to reduce disrespectful behavior is to stop attending to it, and stop talking about it to other students. Tell adults.

Student Orientation Using the teaching plans in the BP-PBIS

handbook Building your own teaching plans. Developing a schedule for implementation

Teach all children in the school within a 2 week period. How will we do this?

Build a strategy for providing orientation to new students entering the school.

Plan on 1-2 follow up “booster” training events

Two months after initial training. Use examples of most common problems, and have

students rehearse how to use the Stop-Walk-Talk routine59

3. Faculty/Staff Orientation : Objectives Faculty can define logic for BP-PBIS Common “stop” signal adopted for whole school Faculty can teach “student orientation” skills Faculty reward/recognize student use of BP

“stop” routine Faculty manage “student reporting” routine Faculty can deliver “booster training” Faculty can deliver “pre-corrects” Faculty collect and use data for decision making

61

Faculty/Staff BP Orientation:Bully Prevention Logic Provide logic:

Define bullying behavior Define the impact of bullying behavior on social and

educational outcomes for students. Review current data from school

ODRs for harassment, aggression, fighting, inappropriate language

Review informal reports from students, faculty or families. Conduct survey (if appropriate)

Review national patterns 30% of students report experiencing bullying behavior

Review goal for embedding bully prevention within current PBIS effort

Provide summary of BP-PBIS core elements Review empirical support for Bully Prevention

within PBIS

Faculty/Staff BP Orientation:Responding to Report of Bullying

63

When any problem behavior is reported, adults follow a specific response sequence:

Ensure the student’s safety. Is the bullying still happening? Is the reporting child at risk? What does the student need to feel safe? What is the severity of the situation

Determine if “stop” response was used If “stop” used provide praise, and connect with perpetrator

If “stop” response was not used, practice the Stop-Walk-Talk routine with the student reporting a problem.

Determine if “stop” response was followed If “stop” not followed, practice how to stop when asked.

Faculty/Staff BP Orientation:Responding to Report of Bullying With Student reporting bullying:

“Okay, I will take it from here.”

64

"Did you tell ______ to stop?"If yes: "How did ____ respond?”If no: Practice the 3 step response (stop-walk-talk).

"Did you walk away?"If yes: "How did ____ respond?”If no: Practice the 3 step response.

When the reporting child did it right…

65

With student reported to have done bullying:Reinforce the student for discussing the problem

with you

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

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

Practice the 3 step response (stop-walk-talk). The amount of practice depends on the severity and

frequency of problem behavior

Faculty/Staff BP Orientation: Booster Build in “booster” training events

Two Weeks after training: Each week review skills, and update What were examples where the routines worked well What were examples where students were unclear

Two months after initial student training, hold a brief review of Stop-Walk-Talk routine.

Four months after initial student training, consider holding another brief review of Stop-Walk-Talk routine.

66

Faculty/Staff BP Orientation:Pre-correcting Pre-correcting for effective bully prevention.

First two weeks after whole-school BP orientation Identify 2-3 times when bullying is most likely

(playground, cafeteria, assembly). For the first two weeks after training, teachers will

rehearse “Stop-Walk-Talk” guidelines just before releasing students for the activity.

Pre-correct students needing more support For students with higher likelihood of bullying or victim

behavior Rehearse “Stop-Walk-Talk” guidelines just before

releasing students for activities with high-probability of problem behavior.

As a team: How will you prompt pre-correcting?

67

Specific Problem Behaviors Gossip Racial/ Gender/ GLBT/ Religious challenges Cyber-bullying Other…

69

5. Data collection/ Decision-making Office Discipline Referral Data

Whole school Individual students

Student/ Staff surveys School climate survey Harassment survey

Fidelity Fidelity checklist. Are we doing the BP-PBIS program as planned?

71

Using ODRs Do we have a problem? Do we need the BP-PBIS program? If we use the program: Is the BP effort

effective?

Remember that many instances of bullying are NOT reported by students, or recorded in the ODR data.

72

Aggression, Harassment, Fight, Name Calling /School Day 4 weeks before BP and 4 week after BP

73

Series10

0.5

1

1.5

2

2.5

3

Pre BP Post BP

Student Survey Date:_______

In your school 1. You feel safe 2.Other students treat you

respectfully? 3. You treat other students

respectfully? 4. Adults treat you respectfully? 5. You treat adults in your school

respectfully In the past week

5. Has anyone treated you disrespectfully?

6. Have you asked someone to “stop?”

7. Has anyone asked you to “stop?”

8. Have you seen someone else treated disrespectfully?

Disagree Agree

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5

1 2 3 4 5 1 2 3 4 5

No Yes No Yes No Yes

No Yes

Fidelity Data Quick check

Are we implementing BP-PBIS? 8 questions (use with whole team, or whole

school) Always build into action plan

Score percentage of items with most people rating “in place”

75

Feature Not in Place

Partially in Place In Place Needed Actions

What? Who? When?

1. School-wide Expectations are defined and taught to all students (respect others)

2. BP-PBS initial training provided to all students

3. BP-PBS follow-up training and practice conducted at least once 2 mo after initial training (is more needed?)

4. At least 80% of students can describe the “stop routine” to problem behavior (stop/walk/talk) (ask 10)

5. At least 80% of students can describe “stopping routine” (ask 10). (when they are asked to “stop”)

6. Supervisors check-in with (precorrect) chronic perpetrators and victims at least 2 times/ week

7. Staff use BP-PBS “response routine” for student reports of problem behavior

8. Student outcome data are collected and reported to all faculty at least quarterly.

BP-PBIS Fidelity Self-Assessment

77

Expect

ation

s

BP-PB

S trai

ned

Follow

up

Stop r

outin

e

Stopp

ing ro

utine

Supe

rvisor

s

Respon

se rou

tine

Data us

e0

0.5

1

1.5

2

2.5Pre-BP Post-PB training

BP-PBIS Fidelity Assessment Pre and Post BP-PBIS Training

0 = not in place, 1 = partially in place, 2 = in place

6. Advanced Support

79

School-wide PBIS and BP-PBIS will not be sufficient for all students.

Aggressive, bullying behaviors occur for many reasons Mental Health issues Family dynamics Disabilities

Use your data to identify students in need of more intense support and refer them to your team.

Intensive Individual Supports (Tier 3) Full Assessment

Functional behavioral assessment Academic assessment Social emotional assessment Family support

Individualized intervention Prevention Instruction/ Teaching Formal contingencies On-going data progress monitoring

80

Implementing Bully Prevention PhaseExploration Does your school

need a bully prevention program?

• Office discipline referrals• Student survey• Faculty/ family reports

Installation Build the foundationFaculty Orientation

•Team developed/trained• “Stop” signal selected• Faculty orientation (logic)

Implement Bully Prevention within SWPBIS

Develop and deliver student orientation

•Build BP curriculum and teaching plans•Teach BP-PBS to all students• Schedule and conduct “booster”

Full Implementation Monitor fidelity and impactAdapt to unique needs.Build sustainability

• Collect and use data• Coaching and Training Capacity developed

81

How to Implement Bully Prevention in PBIS

82

School Implement School-

wide PBIS Faculty commitment Faculty introduction to

BP Team to implement Student Forum Build BP lessons for

students Train all students Booster/Follow up

lessons Coaching support for

supervisors Collect and use data

District Build expectation for

all schools Fall orientation

emphasis on social behavior

District trainer/coordinator

District reporting of: Schools using BP-PBIS Fidelity of

implementation Impact on student

behavior

84

Prevention in Bully Positive Behavior Support Planning Guide:Moving from Discussion to Action

This planning guide is designed for use by teams planning to implement bully prevention efforts as part of their existing school-wide positive behavior support program. The guide defines steps for the school team and district leadership team that will increase the likelihood that the bully prevention effort will be implemented well, sustained, and a benefit to students, families and faculty.

School Building Planning Team

Action CriterionIn Place

Partially In PlaceNot In place

Who? By When?

1. Faculty/Staff Readiness Team defined to lead implementation of BP-PBISAll faculty/staff have read the BP-PBIS manual"Stop" signal selectedAll faculty/staff have received BP-PBIS orientation training

2. Curriculum Delivery Schedule developed for student BP training.BP-PBS lessons delivered to all studentsPlan developed for BP-PBS orientation for students who enter during the year.

3. Follow-up/ Booster Follow-up lessons scheduled to occur during two month period after initial student training.

Follow up lessons delivered at least twice after initial training, including practice in applicable settings.

4. PBIS team BP-PBIS set as a standard item on the PBS team agenda

85

Action CriterionIn Place

Partially In PlaceNot In place

Who? By When?

5. Coaching Plan developed for coaching and feedback for playground supervisorsCoaching for playground, lunch, hall supervisors provided at least twice, and as needed after.

6. Evaluation/ Monitoring Quarterly review to assess if BP-PBS is being used as intended (fidelity)Monthly review of office referral and incident reports related to bullying behaviors (aggression, harassment, threats)Collect study BP survey data at least annually

7. Social Validity Review efficiency and impact with families, faculty, students

86

District Leadership Team

Action CriterionIn Place

Partially In PlaceNot In place

Who? By When?

1.Bully Prevention orientation for New Faculty

Fall orientation for all new faculty

2.District update at least once a year

Report to District administration or board about (a) number of schools using BP-PBS, (b) fidelity of implementation, (c) impact on student behavior.

3. District Trainer District has individual(s) trained to conduct staff orientation/training/coaching in BP-PBS

Summary Bullying is behavior

Bully prevention requires changing how students label and respond to the disrespectful behavior of their peers.

The key to bully prevention is SCHOOL-WIDE agreement about appropriate responses.

SWPBIS allows investment in prevention as first step

Teaching Bully Prevention routines is efficient and effective

Adapt the content to fit the culture, age-level and preferences of students/families/faculty.

87

Contact Information

88

Curriculum Available at: www.pbis.org