CRP Learning Sites Panel PBIS Connection slides. PBIS Sustainability.
BULLYPROOFING AND PBIS: PART II Teri Lewis Oregon State University.
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Transcript of BULLYPROOFING AND PBIS: PART II Teri Lewis Oregon State University.
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Bullyproofing and PBIS: Part IITeri Lewis
Oregon State University
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Review: Goal• Present information on intervention• Link bullyprofing and PBIS
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Review: Bullyproofing Options• Prevent bullying - Universal
• Reduce bullying - Individual
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Intervention
•Primary• Reduce new cases of problem behavior
•Secondary• Reduce current cases of problem behavior
•Tertiary• Reduce complications, intensity, severity of current cases
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Academic Systems Behavioral Systems
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
Designing School-Wide Systems for Student Success
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2001 Surgeon General’s Report
• Number of assaults & other antisocial behavior are increasing
• Risk factors• Antisocial peer networks• Reinforced deviancy
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2001 Surgeon General’s Report on Youth Violence: Recommendations
• Establish “intolerant attitude toward deviance”• Break up antisocial networks…change social context• Improve parent effectiveness
• Increase “commitment to school”• Increase academic success• Create positive school climates
• Teach & encourage individual skills & competence
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Responses to Antisocial Behavior• Reviews of over 500 studies indicate that the least
effective responses to school violence are• Punishment• Counseling• Psychotherapy
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• Exclusion is the most common response for conduct disordered youth (Lane & Murakami, 1987)
• Punishing problem behaviors without a school-wide system of support is associated with increased (a) aggression, (b) vandalism, (c truancy, (d) tardiness, and (e) dropping out (Mayer, 1995; Mayer & Sulzer-Azaroff, 1991)
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• The most effective responses educators can make to school violence include• Social skills instruction• Behaviorally based interventions• Academic interventions
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Summary- Effective Bullyproofing
• Involve all staff, students, family and even community• Focus on both prevention (SW) and intervention (function-
based)• Embed w/i existing curriculum, etc. • Adapt to fit context/culture• Sustain - no quick fixes
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What Works? Effective Approaches
• Social skills training• Skill v. performance deficit• Incorporated across day/life
• Social behavioral interventions• Functional behavior assessment based• Teach alternative skills
(e.g., self-management)
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• Academic/curricular restructuring• Academic & behavior relationship
• Systems approach• Create supportive school environment
• Community/home interventions• Wrap-around
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Process for Identifying Students
1. Establish Behavior Support Team to guide/lead process.
2. Secure & establish behavioral competence within school.
3. Develop three level system of school-wide behavior support:
a. Universal Interventionsb. Targeted Group Interventionsc. Individual Interventions
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Universal Interventions• School-wide discipline system for all students, staff, &
settings that is effective for “80%” of students.• Clearly & positively stated expectations. • Procedures for teaching expectations.• Continuum of procedures for teaching expectations.• Continuum of procedures for encouraging expectations. • Continuum of procedures for discouraging rule violations.• Procedures for monitoring & modifying procedures.
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Targeted Group Interventions• Specialized group administered system for
students who display high-risk problem behavior & are unresponsive to universal interventions.
• Functional assessment based intervention decisions.• Daily behavioral monitoring.• Regular & frequent opportunities for positive reinforcement.• Home-school connection.• Individualized academic accommodations for academic
success. • Planned social skills instruction.• Behaviorally based interventions.
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Individual Interventions
• Specialized individually administered system for students who display most challenging problem behavior & are unresponsive to targeted group interventions.
• Simple request for assistance.• Immediate response (24-48 hours).• Functional behavioral assessment-based behavior support
planning. • Team-based problem solving process. • Data-based decision making.• Comprehensive service delivery derived from a wraparound
process.
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4. Establish data decision system for matching level of intervention to student.
a. Simple & direct request for assistance process for staff.
b. Data decision rule for requesting assistance based on number of major behavioral incidents.
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5. Establish a continuous data-based system to monitor, evaluate, & improve effectiveness & efficiency.
a. Are students displaying improved behaviors?
b. Are staff implementing procedures with high fidelity?
c. What can be modified to improve outcomes?
d. What can be eliminated to improve efficiency?
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FBA ProcessStart
Conduct FBA
High confidence in hypothesis?
Conduct full FA
Develop BIPMonitor & modify BIP regularly
Satisfactory improvement in behavior?
Develop BIP yes
no
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Activity: Systems• Begin developing a systems approach to identifying
potential bullies• Screening (ODR, SSBD, Etc)• Teacher Request for Assistance• Meeting structure (when, where, what, who, how)• Quick assessment process
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What is Function-based approach?• A systematic problem solving process for developing
statements about factors that:• Contribute to the occurrence and maintenance of problem
behavior, and• More importantly, serve as basis for developing proactive &
comprehensive behavior support plans.
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Purpose• Increase efficiency, relevance, & effectiveness of behavior support interventions.
• Improve consistency with which behavior support plans are implemented.
• Increase accountability (legal & professional)
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Use when…• Students are not successful
• Interventions need to be developed
• Existing interventions need to made more effective and/or efficient
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How do I know if I have enough information?
• Description of problem behavior
• Identification of conditions that predict when problem behavior will and will not occur
• Identification of consequences that maintain problem behaviors (functions)
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• Summary statements or testable hypotheses that describe specific behavior, conditions, and reinforcers
• Collection of direct observation data that support summary statements
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When selecting a specific practice:
• Base selection on student identified• What, when, where, & why
• Adopt a function-based approach• Gain social or item/activity, escape social or demand, automatic
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• Choose the practice that is least intrusive yet effective• Balance • Begin where you will be successful
• Match practice to context• Skills, resources, values, etc.
• Match practice to systems level• SW - Setting - Group - Individual
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Function of Behavior• Power, authority, control, intimidation, bullying, etc. are
not functions
Two basic research validated functions• Positive reinforcement (get/access)• Negative reinforcement (avoid/escape)
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A Matter of Perspective
•Always define the who and what you are interested in.
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Why Function?• Understand the interaction from the students perspective
• Know what skills to teach
• Know how to modify the environment to:• Prevent (antecedents)• Increase appropriate (reinforcement)• Decrease inappropriate (punishment)
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Activity• Moving to individual students
• Identify a list of students who you believe may need support for bullying behavior
• Choose one student and begin completing a brief behavioral assessment
• Identify: • what (behaviors), • when (antecedents), • why (maintaining consequences) and • what make its worse (setting events).
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Resources• safetyzone.org• bullying.org• dfes.gov.uk/bullying
• PBIS.org• marylandPBIS.org• nmPBIS.org