INTEGRATING BULLY PREVENTION
WITHIN SWPBIS
George Sugai, University of Connecticut
Rob Horner, University of Oregon
www.pbis.org
Robh`@uoregon.edu
George.sugai@uconn.edu
Objectives
• Define bully prevention need from national,
state and district perspective
• Define how to build a bully prevention
agenda within School-wide PBIS.
• Provide examples of states, districts working
efficiently and effectively
A Context: Increasing national attention
• Whitehouse Forum on Bully Prevention (March,
2011)
– Susan M. Swearer, University of Nebraska – Lincoln
• Risk Factors
– Catherine P. Bradshaw, Johns Hopkins University
• Teachers are not prepared on procedures to respond to
bullying
– Justin W. Patchin, Ph.D. University of Wisconsin-Eau C
• Growing role of cyber-bullying
– George Sugai, Ph.D., University of Connecticut
• Role of school-wide systems in preventing bullying
– Dorothy L. Espelage, University of Illinois, Urbana-Champaign
• Bullying and LGBT students; Students with disabilities.
What is Bullying?
• “Bullying” is repeated aggression, harassment,
threats or intimidation when one person has
greater status, or power than the other.”
• Examples:
5
The Challenge
• A growing array of bully prevention
procedures (packages) are available
• IMPLEMENTATION
– Creating something NEW is expensive
– Using what you already do well is essential
– Focus on core features… add what you need.
– Always build data systems to assess and improve
Greater focus on all
students
Increased problem
awareness
Good “things” about
Bullying efforts
More curriculum
development &
research
More emphasis on
prevention
Labeling kids
Too much attention
on student, not
enough on context
Limited assessment
of context
Non-data based
intervention
decisions
Over-emphasis on
student
responsibility for
change
Generic
intervention
responses
Limited
examination of
mechanism
SWPBS is
Framework for enhancing
adoption & implementation of
Continuum of evidencebased interventions to
achieve
Academically & behaviorally
important outcomes for
All students
Integrated
Elements
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
“BULLY BEHAVIOR”
PRACTICES
Supporting
Student Behavior
IMPLEMENTATION
W/ FIDELITY
CONTINUUM OF
CONTINUOUS
EVIDENCE-BASED
PROGRESS
INTERVENTIONS
MONITORING
UNIVERSAL
SCREENING
Reducing
Bullying
RtI
DATA-BASED
DECISION MAKING
& PROBLEM
SOLVING
CONTENT
EXPERTISE &
FLUENCY
PREVENTION
& EARLY
INTERVENTION
Prevention Logic for All
Biglan, 1995; Mayer, 1995; Walker et al., 1996
Decrease
development
of new
problem
behaviors
Prevent
worsening &
reduce
intensity of
existing
problem
behaviors
Eliminate
Teach,
triggers &
monitor, &
maintainers of acknowledge
problem
prosocial
behaviors
behavior
Redesign of teaching environments…not students
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
Continuum of
Support for
ALL
Continuum of
Physical Intimidation
Support for
Intensive
“Manuella”
Harassment
Targeted
Literacy
Social Studies
Adult Relations.
Universal
Computer Lab
Attendance
Label behavior…not
people
Dec 7, 2007
RCT & Group Design PBIS Studies
Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through
school-wide Positive Behavioral Interventions and Supports: Findings from a grouprandomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of
school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational
health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide
Positive Behavioral Interventions and Supports on student outcomes: Results from a
randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior
Interventions, 12, 133-148.
Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation
of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools:
Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A
randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior
support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide
positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (in press). The impact of school-wide positive
behavioral interventions and supports (SWPBIS) on bullying and peer rejection: A
randomized controlled effectiveness trial.
Integrated PBIS Response to Bullying
Bullying
Requirements
PBIS
Bullying Coordinator
Coach/Team Leader
School Climate
Preventive Tier I
Data Systems
SWIS
Event Reporting
Continuous SWIS
Response Team
Leadership Team
School & Community
School & Family
Staff Prof Dev
Data-based Prof Dev
Evid-base Practices
RCT & SSR Research
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/obtain
Escape/avoid
E.g., stuff, things,
attention, status, money,
activity, attention, etc.
E.g., same…but less likely
Why is “why” important?
PREVENTION
Teach
effective,
efficient,
relevant
alt. SS
Remove
triggers
of BB
Add
triggers
for alt.
SS
Remove
conseq.
that
maintain
BB
De-emphasis on adding consequence
for problem behavior
Add
conseq.
that
maintain
SS
Target
Initiator
Continuum
of Behavior
Fluency
Context
or
Setting
Bystander
Staff
Is Behavior an Issue?
Step
1
• Implement SWPBS continuum w/ fidelity
• Review SW data at least monthly
Step
2
• Modify implementation plan based on data
• Implement modifications w/ fidelity
Step
3
• Monitor implementation fidelity
• Monitor student progress & responsiveness
• Modify as indicated by data
Give Priority to Effective Practices
Less Effective
More Effective
Label Student
Teach All Specific SS
Exclude Student
Use Data
Blame Family
Actively Supervise
Punish Student
Reinforce Expect Beh
Assign Restitution
Individualize for Non-Resp
Require Apology
Invest Prev Sch Culture
1. Teach
common
strategy
to all
• “Stop-Walk-Talk”
• “Talk-Walk-Squawk”
• “Whatever & Walk”
www.pbis.org
2.
Precorrect
Before,
During,
After
• Analyze problem setting
• Reteach
• Anticipate, remind, &
practice
• Replace triggers &
maintainers
• Reinforce desired
Allday &
Pakurar (2007)
3. Actively
Supervise
• Move
• Scan
• Interact positively
• Model expectations
• Reward appropriate
behavior
• Remind & precorrect
Non-Classroom Management: Self-Assessment
Name______________________________
Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________
Time Start_________
Time End _________
Tally each Positive Student Contacts
Total #
Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____: 1
1. Did I have at least 4 positive for 1 negative student contacts?
Yes
No
2. Did I move throughout the area I was supervising?
Yes
No
3. Did I frequently scan the area I was supervising?
Yes
No
4. Did I positively interact with most of the students in the area?
Yes
No
5. Did I handle most minor rule violations quickly and quietly?
Yes
No
6. Did I follow school procedures for handling major rule violations?
Yes
No
7. Do I know our school-wide expectations (positively stated rules)?
Yes
No
8. Did I positively acknowledge at least 5 different students for
displaying our school-wide expectations?
Yes
No
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______
• Specific
• Informative
4.
Reinforce • Frequent
Taught
• Effective
Skills
• Contextually relevant
• Sincere
Big idea: Use PBIS framework to address bully
behavior prevention
• Establish positive, predictable, consistent, rewarding
Goal 1 school culture for all across all settings
• Teach social skills that work at least as well as or better
than problem behavior
Goal 2
• Respond to nonresponsive behavior positively &
differently, rather than reactively & more of same
Goal 3
• Actively supervise & precorrect for problem behaviors &
settings, especially nonclassroom
Goal 4
Goal 5
• Individualize support based on responsiveness & effect