Bullyproofing and PBIS Teri Lewis-Palmer University of Oregon.
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Transcript of Bullyproofing and PBIS Teri Lewis-Palmer University of Oregon.
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Bullyproofing and PBIS
Teri Lewis-Palmer
University of Oregon
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Goal
• Discuss features of bullies and victims
• Present information on prevention and intervention (bullyproofing)
• Link bullyprofing and PBIS
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Bullying Defined
• Behavior that is either physically or emotionally harmful (Fowler, 2004)
• That in repeated and occurs over time (Hoover and Oliver, 1996)
• Examples… taunting, name calling, threatening, hitting and other aggressive behavior
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Related Behaviors
• Self-destructive (alcohol, tobacco)• Fighting and carrying weapons• Cheating and academic failure• Stealing, vandalism• Problems with school adjustment• Early dating & with likelihood of
social/physical aggression toward partner
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Typical Victims
• Different either because of:• Size and shape• Race• Ethnicity• Disability (physical and/or learning)• Sexual orientation
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Impact on Victims
• Victimization correlated with loneliness and low self-esteem
• Increased anxiety
• However… don’t know if bullying caused traits of if having traits increased likelihood of being bullied
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Prevalence
• 30% of students either bully, are bullied or both
• 15% of students severely traumatized
• 8% report being bullied at least weekly
• 14% of 8th-12th and 22% of 4th-7th report that bullying impacts their ability to learn
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• 160,000 students miss school because of bullying (Fried & Fried, 1996)
• 7% of 8th graders stay home weekly to avoid bully (Banks, 2000)
• About 2/3 of school shooters report feeling bullied (Bowman, 2000)
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However….(e,g., Skiba)
• Students report that often teachers appear uninterested or that teachers do not take them seriously
• Most bullying occurs away from adults
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Peer Involvement(e.g., Rigby & Bagshaw)
• 40% of students believed that teacher were uninterested and
• Were opposed to unsure about collaborating with adults
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Peer Role (Hawkins et al, 2001)
• 88% of bullying episodes observed by peer
• 19% of time peer intervene
• 47% of intervention are aggressive
• 57% of interventions are effective
• Boys intervene more often than girls
• Tend to intervene with same sex bully
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Limited Peer Interaction(Hawkins et al, 2001)
• Unsure what to do
• Fear retaliation
• Concern that they will create bigger problem by intervening incorrectly
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Factors contributing to antisocial behaviors
• School
• Community
• Home
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Home (e.g., Dishion & Patterson)
• Inconsistent management
• Reactive discipline
• Lack of monitoring
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Community (e.g., Biglan)
• Antisocial network of peers
• Lack of prosocial engagements
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School (e.g., Mayer)
• Reactive/punishing discipline approach
• Lack of agreement about rules, expectations,
& consequences
• Lack of staff support
• Failure to consider & accommodate
individual differences
• Academic failure
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Bullyproofing Options
• Prevent bullying - Universal
• Reduce bullying - Individual
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General Suggestions (e.g., DeRosier, 2004)
• Whole school approach
• Team based
• Social skills
• Peer involvement
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Typical Responses
• First Steps - works well with kindergartners
• Zero Tolerance - no evidence that these policies increase school safety (e.g., Skiba)
• Packaged Programs - mixed results
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Limitations of Packages
• Lack of support for teachers
• Limited involvement of teachers in development and implementation
• Seen as “add-on” to already full schedule
• Not tailored to school environment
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What Works(e.g., Orpinas)
• Change environment so that bullying is unacceptable
• Acknowledge positive behaviors• Develop/revise policy• Gain commitment from all • Establish team that represents school• Identify values, rules & consequences• Teach student rules • Train and support teachers
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ReviewPBIS SW Model
1. Common purpose & approach to discipline
2. Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation
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PBIS ReviewExpectations Defined
• Purpose• Means of communication• Consistent communication
• For all students, staff, and settings• Matrix
• Guidelines• Keep to five or fewer• State positively• Use common and few words
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Teaching guidelines
• Behavior management problems are instructional problems.
• Process for teaching social behaviors & academic skills is fundamentally same.
• Emphasis is on teaching functional & prosocial replacement behaviors.
• Instructional supports are important.
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An Approach to Embedding Bully-proofing Strategies
• What does not work• Identifying “Bullies” and excluding them from school• Pretending that Bully Behavior is the “fault” of the student/family
• What does work• Define, teach and reward school-wide behavior expectations.• Teach all children to identify and label inappropriate behavior.• Teach all students a “stop signal” to give when they experience
problem behavior.• What to do if you experience problem behavior• What to do if you see someone else in a problem situation
• Teach all students what to do if someone delivers the “stop signal”
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Do not focus on “Bully”
• Focus on appropriate behavior• What is the behavior you want• E,g., “Responsible”
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Teaching Social Responsibility
• Teach school-wide expectations first• Be respectful• Be responsible• Be safe
• Focus on “non-structured” settings• Cafeteria, Gym, Playground, Hallway, Bus Area
• Use same teaching format• If someone directs problem behavior toward you.• If you see others receive problem behavior• If someone tells you to “stop”
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Teach students to identify problem behavior
• The key is to focus on what is appropriate:• Teach school-wide expectations, and teach
that all problem behaviors are an example of NOT being appropriate.
• Define most common problem behaviors - Use these behaviors as non-examples of school-wide expectations
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Teaching Social Responsibility:“Bully Proofing”
• Teach desired behavior.• Teach a verbal signal for unacceptable behavior:
“stop”• Teach four key skills for social responsibility:
• Learn the difference between expected behavior and problem behavior
• If you “receive” problem behavior:• Label the behavior and say “stop”; walk; squawk
• If you “see others” receive problem behavior”• Label the behavior and say “stop”
• If someone tells you to “stop”• stop
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Teaching Behavioral Expectations
Define the Expectation: Provide a Rationale: Teach the Critical Discrimination: Demonstrate Appropriate Behavior Demonstrate Unacceptable Behavior Practice telling the difference with multiple examples If there is a “signal” teach the signal (when should the appropriate behavior occur?) Teach for fluency? How will this skill be maintained?
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Social Responsibility Matrix
Location 1 Location 2 Location 3 Location 4
Desired behaviors vs Unacceptable behaviors
“Stop” signal
Walk skill
Reporting Skill
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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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What is FBA?
• 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 of FBA
• 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 FBA 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 done an FBA?
• 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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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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Get/Access Avoid/Escape
Peer/Adult Social
Activities/Tasks
Tangibles
Sensory
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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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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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Resources
• safetyzone.org
• bullying.org
• dfes.gov.uk/bullying
• pbis.org
• marylandpbis.org
• nmpbs.org