SWPBS: Preventing & Reducing Effectiveness of Bullying Behavior George Sugai OSEP Center on PBIS Center for Behavioral Education & Research University.

SWPBS: Preventing & Reducing Effectiveness of

Bullying Behavior

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

Aug 18, 2010

www.pbis.org www.cber.org www.swis.org

PURPOSE

To improve our understanding

of & responding to bullying

behavior from perspective of

school-wide positive behavior

support.

• Re/over-view of SWPBS• Bullying behavior in SWPBS• Strategies

SWPBS: Re/over-view

SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students(Zins & Ponti, 1990)

SWPBS is

SYST

EMS

“BULLY BEHAVIOR”PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

Horner, R. H., Sugai, G., & Anderson, C. M. (in press). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality.

www.pbis.org

“Is SWPBS evidence-based practice?”

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

RtI

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions• Individual Students• Assessment-based

• High Intensity

Intensive, Individual Interventions• Individual Students• Assessment-based

• Intense, durable procedures

Targeted Group Interventions• Some students (at-risk)

• High efficiency• Rapid response

Targeted Group Interventions• Some students (at-risk)

• High efficiency• Rapid response

Universal Interventions• All students

• Preventive, proactive

Universal Interventions• All settings, all students• Preventive, proactive

Responsiveness to Intervention

Academic Systems Behavioral Systems

Circa 1996

RTIIntegrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

Continuum of Support for ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Continuum of Support for ALL

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Label behavior…not people

SWPBS look at

bullying behavior

• Label student

• Exclude student

• Blame family

• Punish student

• Assign restitution

• Ask for apology

• Teach targeted social skills

• Reward social skills

• Teach all

• Individual for non-responsive behavior

• Invest in positive school-wide culture

Doesn’t Work Works

Is Behavior an Issue?

Pre-K K-6 6-9 9-12 K8-120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

12.4 - Mean Percentage Students (2009-10) (Majors Only)Students 6+

Students 2 to 5

Students 0 or 1

N = 2565 713 266 474

9% 19% 24%

Mean % Students 2009-2010 Majors Only

91% 81% 76%

Most are responsive…but

some need a bit more.

Pre-K K-6 6-9 9-12 K8-120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%12.5 - Mean Percentage ODRs (2009-10) (Majors Only)

Students 6+

Students 2 to 5

Students 0 or 1

74% 82% 84%

Mean % ODRs 2009-2010 Majors Only

Students: 9% 19% 24% 18%

And we know who they are!

Inap

p lan

Agg/F

ight

Disres

pt

Lying

Haras

s

Disrup

tion

Tardy

Skip/T

ruan

Skip

Truan

Prop

dam

Theft

Dress

Tech

Inap

p af

fect

ion

Out

bou

nds

Gan

g Disp

lay

Tobac

co

Alcoho

l

Drugs

Combu

st

Vanda

l

Bomb

Arson

Wea

pons

Oth

er b

ehav

Unkno

wn be

havM

inor

M-In

app

lan

M-C

onta

ct

M-D

isres

pt

M-D

isrup

tion

M-P

rpty

Misu

se

M-D

ress

M-T

ech

M-T

ardy

M-O

ther

M-U

nkno

wn

0%

5%

10%

15%

20%

25%

10.2 - Problem Behavior: K-6

% Group ODRs

Mean % ODRs

Aggression-fighting &

disrespect

K-6 Problem Behavior ODR

Inap

p lan

Agg/F

ight

Disres

pt

Lying

Haras

s

Disrup

tion

Tardy

Skip/T

ruan

Skip

Truan

Prop

dam

Theft

Dress

Tech

Inap

p af

fect

ion

Out

bou

nds

Gan

g Disp

lay

Tobac

co

Alcoho

l

Drugs

Combu

st

Vanda

l

Bomb

Arson

Wea

pons

Oth

er b

ehav

Unkno

wn be

havM

inor

M-In

app

lan

M-C

onta

ct

M-D

isres

pt

M-D

isrup

tion

M-P

rpty

Misu

se

M-D

ress

M-T

ech

M-T

ardy

M-O

ther

M-U

nkno

wn

0%

5%

10%

15%

20%

25%

10.3 - Problem Behavior: 6-9

% Group ODRs

Mean % ODRs

Disrespect

6-9 Problem Behavior ODR

Inap

p lan

Agg/F

ight

Disres

pt

Lying

Haras

s

Disrup

tion

Tardy

Skip/T

ruan

Skip

Truan

Prop

dam

Theft

Dress

Tech

Inap

p af

fect

ion

Out

bou

nds

Gan

g Disp

lay

Tobac

co

Alcoho

l

Drugs

Combu

st

Vanda

l

Bomb

Arson

Wea

pons

Oth

er b

ehav

Unkno

wn be

havM

inor

M-In

app

lan

M-C

onta

ct

M-D

isres

pt

M-D

isrup

tion

M-P

rpty

Misu

se

M-D

ress

M-T

ech

M-T

ardy

M-O

ther

M-U

nkno

wn

0%

5%

10%

15%

20%

25%

10.4 - Problem Behavior: 9-12

% Group ODRs

Mean % ODRs

Disrespect +

tardy, skip, truant

9-12 Problem Behavior ODR

• Victim attention• Bystander attention• Self-delivered praise

• Tangible access

PREVENTION

~80% of Students

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW & classroom discipline• Positive reinforcement• Effective instruction• Parent engagement• Active supervision

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

~15%

Three basic

strategies….if

you do nuthin’ else….

MUST…..• Be easy & do-able by all• Be contextually relevant• Result in early disengagement• Increase predictability• Be pre-emptive• Be teachable• Be brief•

www.pbis.org

2. Precorrect

Allday & Pakurar (2007)

PBIS Prevention Goals & Bullying Behavior