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

SWPBS: Reducing Effectiveness of Bullying

Behavior

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

February 28, 2011

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.

• SWPBS Basics• Bullying behavior in SWPBS• Strategies

Good “things” about

Bullying efforts

Increased

problem awarene

ss

More emphasi

s on preventi

on

More curriculu

m development &

research

Greater focus on

all students

“Bullying”

Issues

Labeling kids

Limited assessme

nt of context

Generic interventio

n responses

Limited examinati

on of mechanis

m

Over-emphasis on student responsibi

lity for change

Non-data based

intervention

decisions

Too much attention

on student,

not enough

on recipients

SWPBS: Basics

SWPBS is

Framework for enhancing adoption & implementation of

Continuum of evidence-based interventions to achieve

Academically & behaviorally important outcomes for

All students

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF

EVIDENCE-BASED

INTERVENTIONSCONTENT

EXPERTISE &

FLUENCYPREVENTI

ON & EARLY

INTERVENTION

CONTINUOUS

PROGRESS

MONITORING

UNIVERSAL

SCREENING

DATA-BASED

DECISION MAKING & PROBLEM SOLVING RtI

ReducingBullying

Universal

Targeted

Intensive

All

Some

FewContinuum of Support for

ALL

Dec 7, 2007

~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 discipline• Positive reinforcement• Effective instruction• Parent engagement•

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

~15%

Universal

Targeted

Intensive

Continuum of Support for “Manuella”

Dec 7, 2007

Harassment

Computer Lab

Social Studies

Physical Intimidation

Adult Relations.

Attendance

Literacy

Label behavior…not people

OUR BEHAVIORAL PERSPECTIV

E

“Do”

Learning history

“Context” or environmentContext

manipulation

Data-based decision making

• Teach effective, efficient, relevant social skills1

• Remove triggers of problem behavior2

• Add triggers for social skills3• Remove consequences that

maintain problem behavior4• Add consequences that

maintain social skills5

Prevention

SYST

EMS

“BULLY BEHAVIOR”PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

SWPBS look at

bullying behavior

Reconceptualizing Bullying from Behavior Analytic Perspective for SWPBS

Emphasize overt observable behavior

Consider sets of behavior w/ similar function

Examine behavior in context

Specific relationship between behavior & context

Describe behavioral learning histories

Change context to change probability of behavior

What is “bullying?”

Remember

“Label behavior, not people…’

So, say, “bully behavior”

Behavior

Verbal/physical aggression, intimidation, harassment, teasing,

manipulation

Why do bully behavior?

Get/obtainE.g., stuff, things, attention,

status, money, activity, attention, etc.

Escape/avoid

E.g., same…but less likely

•Victim attention•

Bystander attention•Self-delivered praise

•Tangible access

Why is “why” important?

Teach effective, efficient, relevant alt. SS

Remove triggers of BB

Add triggers for alt.

SS

Remove conseq.

that maintain

BB

Add conseq.

that maintain

SS

PREVENTION

De-emphasis on adding consequence for problem behavior

Contextor

Setting

InitiatorTarget

Bystander Staff

Continuum of Behavior

Fluency

•Implement SWPBS continuum w/ fidelity•Review SW data at least monthly

Step 1

•Modify implementation plan based on data•Implement modifications w/ fidelity

Step 2

•Monitor implementation fidelity•Monitor student progress & responsiveness•Modify as indicated by data

Step 3

Is Behavior an Issue?

Three basic

strategies….if

you do nuthin’ else….

• Label student

• Exclude student

• Blame family

• Punish student

• Assign restitution

• Ask for apology

• Teach targeted social skills

• Reward social skills

• Teach all

• Individualize for non-responsive behavior

• Invest in positive school-wide culture

Doesn’t Work Works

• “Stop-Walk-Talk”• “Talk-Walk-Squawk”

• “Whatever & Walk”

1. Teach

common

strategy to all

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

•Analyze problem setting•Describe problem behavior•Identify triggers & function•Identify acceptable alternative behavior•Modify setting to prevent•Check-in w/ student to remind of desired behavior

Before

•Monitor•Remind•Reinforce•Redirect

During

•Correct•Reinforce approximations•Reteach•Remind

After

•Move•Scan•Interact positively•Model expectations•Reward appropriate behavior•Remind & precorrect

3. Activel

y Superv

ise

PBIS Prevention Goals & Bullying Behavior

Goal 1 •Establish positive, predictable, consistent , rewarding school culture for all across all settings

Goal 2 •Teach social skills that work at least as well as or better than problem behavior

Goal 3 •Respond to nonresponsive behavior positively & differently, rather than reactively & more of same

Goal 4 •Actively supervise & precorrect for problem behaviors & settings, especially nonclassroom

Goal 5 •Individualize support based on responsiveness & effect