School-wide Positive Behavioral Interventions and Supports: Reducing Bullying in Middle School

1. School-wide Positive Behavioral Interventions and Supports: Reducing Bullying in Middle School Rob Horner University of Oregon www.pbis.org; www.uoecs.org

2. Goals • Introduce School-wide PBIS as an approach for reducing problem behavior • Present an efficient and effective approach for addressing bulling behavior within the School-wide PBIS framework

3. Main Messages • We will not achieve the academic goals of schools without investing in building the social culture that makes a school and effective learning environment. • The most cost-effective approach to reducing problem behavior is to invest first in school-wide systems… then add more intensive supports.

4. Context • Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

5. Insubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol, unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, parking lot violation, irresponsible, trespassing, disrespectful, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc. Vary in intensity Exist in every school, home and community context Place individuals at risk physically, emotionally, academically and socially Are expensive: For society, schools, classrooms, students, families Problem Behaviors

6. Bullying Behavior • The National School Safety Center (NSSC) called bullying the most enduring and underrated problem in U.S. schools. (Beale, 2001) • Nearly 30 percent of students have reported being involved in bullying as either a perpetrator or a victim. (Nansel, et al., 2001; Swearer & Espelage, 2004). • Victims and perpetrators of bullying are more likely to skip and/or drop out of school. (Berthold & Hoover, 2000; Neary & Joseph, 1994) • Victims and perpetrators of bullying are more likely to suffer from underachievement and sub-potential performance in employment settings. (Carney & Merrell, 2001; NSSC, 1995). BP-PBS, Scott Ross

7. Bullying Behavior • Involvement in bullying is a cross-cultural phenomenon (Jimerson, Swearer, & Espelage, 2010) • Bullying is NOT done by a small number of students who are socially and emotionally isolated. Bullying is common across socio-economic status, gender, race, grade, and class. • Bradshaw, et al., 2010 • Many bully prevention programs are either ineffective, only show change in verbal behavior, or inadvertently result in increases in relational aggression and bullying. • Merrell et al., 2008

8. School-wide Positive Behavioral Interventions and Supports (SWPBIS) The social culture of a school matters. A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families. Effective practices with the systems needed for high fidelity and sustainability Multiple tiers of intensity

9. What is School-wide Positive Behavior Intervention and Support? • School-wide PBIS is: • A framework for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students. • Evidence-based features of SWPBIS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for problem behavior • On-going collection and use of data for decision-making • Continuum of intensive, individual intervention supports. • Implementation of the systems that support effective practices

10. Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

11. SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Main Ideas: Invest in prevention first Multiple tiers of support intensity Early/rapid access to support ~80% of Students 27

12. Experimental Research on SWPBIS SWPBIS Experimentally Related to: Reduction in problem behavior Increased academic performance Increased attendance Improved perception of safety Reduction in bullying behaviors Improved organizational efficiency Reduction in staff turnover Increased perception of teacher efficacy Improved Social Emotional competence 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 group-randomized 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. Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics. 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. Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) 118-128. Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial.Archive of Pediatric Adolescent Medicine.2012;166(2):149-156

13. Number of Schools Implementing SWPBIS since 2000 18,276

14. Using PBIS to AchieveQuality, Equity and Efficiency • QUALITY: Using what works; Linking Academic and Behavior Supports • North Carolina (valued outcomes) • Michigan (behavior and literacy supports) • Commitment to Fidelity Measures • Building functional logic/ theory/ practice (Sanford) • EQUITY: Making schools work for all • Scott Ross • Russ Skiba • Vincent, Cartledge, May & Tobin • Bully prevention • EFFICIENCY: Working Smarter: Building implementation science into large scale adoption. • Using teacher and student time better. • Dean Fixsen/ Oregon Dept of Education

15. Time Cost of aDiscipline Referral(Avg. 45 minutes per incident for student 30 min for Admin 15 min for Teacher)

16. Pre PBIS Year 1 Year 2 Year 3

17. What does a reduction of 850 office referrals and 25 suspensions mean? Kennedy Middle School • Savings in Administrative time • ODR = 15 min • Suspension = 45 min • 13,875 minutes • 231 hours • 29, 8-hour days • Savings in Student Instructional time • ODR = 45 min • Suspension = 216 min • 43,650 minutes • 728 hours • 121, 6-hour school days

18. Math Remember that the multiple tiers of support refer to our SUPPORT not Students. Avoid creating a new disability labeling system. Behavior Health Reading

19. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • Check and Connect • TERTIARY PREVENTION ~5% ~15% • SECONDARY PREVENTION • Check in/ Check out • Targeted social skills instruction • Anger Management • Social skills club • First Step to Success • SECONDARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Consistent Consequences • Positive reinforcement • Classroom Systems • Parent engagement • Bully Prevention • PRIMARY PREVENTION ~80% of Students

20. Bully Prevention Rob HornerUniversity of Oregon In School-Wide PBIS www.pbis.org

21. Bully Prevention within SWPBS Implementation School-wide Expectations ------------------- Define, Teach Acknowledge, Data System, Consequence System Classroom Systems Scott Ross, University of Oregon Bully Prevention

22. What is Bullying? • “Bullying” is aggression, harassment, threats or intimidation when one person has greater status, control, power than the other.” Scott Ross, University of Oregon Video

23. Bully Prevention in Positive Behavior Support:The Foundation • Bullying behavior occurs in many forms, and locations, but typically involves student-student interactions. • Bullying is seldom maintained by feedback from adults • What rewards Bullying Behavior? • Likely many different rewards are effective • Most common are: • Attention from bystanders • Attention and reaction of “victim” • Self-delivered praise • Obtain items or Activity Scott Ross, University of Oregon

24. Bully Prevention in Positive Behavior Support:The Foundation • Consider the smallest change that could make the biggest impact on Bullying… Build on what you already do well. • Remove the praise, attention, recognition that follows bullying. • Do this without (a) teaching bullying, or (b) denigrating children who engage in bulling behaviors. ______________________________________________ Bully Prevention in Positive Behavior Support Scott Ross, University of Oregon

25. Available at www.pbis.org

26. Norwegian Scott Ross, University of Oregon

27. Dutch

28. Elements of Effective Bully Prevention School-wide PBIS Data Use Bully Prevention Logic Faculty Implementation Student Use of BP-PBIS Advanced Support

29. For Faculty/Staff What is taught Five Student Skills School-wide behavioral expectations (respect) Stop routine when faced with disrespectful behavior Bystander stop routine when observing disrespectful behavior Stopping routine if someone tells you to “stop” A recruit help routine to recruit adult help if you feel unsafe. Agreement on logic for bully prevention effort. Strategy for teaching students core skills Strategy for follow-up and consistency in responding Clear data collection and data use process Advanced support options

30. Delivering Bully Prevention in Positive Behavior Support • Establish rules for instruction based on 3-5 school-wide positively stated rules • Teach “being respectful” • Discuss examples of following school-wide rules in specific settings. • What do problem behaviors outside the classroom look like: • Basketball, Four square, Cafe Line • The word “bully” is never used

31. Teach the “Stop Signal” routine • If someone is directing disrespectful behavior to you, or someone else, tell them to “stop.” • Review how the stop signal should look and sound • Firm hand signal • Clear voice

32. Why do Kids do it? • Discuss why kids exhibit problem behavior outside the classroom Peer attention comes in many forms: • Arguing with someone that teases you • Laughing at someone being picked on • Watching problem behavior and doing nothing • To change bullying we need to change the payoffs for bullying The flame under a glass… remove the oxygen Stop, Walk, Talk • A clear, simple, and easy to remember 3 step response

33. Teach “walk away” Sometimes, even when students tell others to “stop”, problem behavior will continue. When this happens, students are to "walk away" from the problem behavior. • Remember that walking away removes the reinforcement for problem behavior • Teach students to encourage one another when they use the appropriate response

34. Teach “getting help” Even when students use “stop” and they “walk away” from the problem, sometimes students will continue to behave inappropriately toward them. When that happens, students should "talk" to an adult. • Report problems to adults • Where is the line between tattling, and reporting? • "Talking" is when you have tried to solve the problem yourself, and have used the "stop" and "walk" steps first: • Tattling is when you do not use the "stop" and "walk away" steps before "talking" to an adult • Tattling is when your goal is to get the other person in trouble

35. Teaching a “Stopping Routine” • Eventually, every student will be told to stop. When this happens, they should do the following things • Stop what they are doing • Take a deep breath • Go about their day (no big deal) • These steps should be followed even when they don’t agree with the “stop” message.

36. How Adults Respond When any problem behavior is reported, adults follow a specific response sequence: Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.") Ask who, what, when and where. Ensure the student’s safety. • Is the bullying still happening? • Is the reporting child at risk? • Fear of revenge? • What does the student need to feel safe? • What is the severity of the situation "Did you tell the student to stop?" (If yes, praise the student for using an appropriate response. If no, practice) "Did you walk away from the problem behavior?" (If yes, praise student for using appropriate response. If no, practice.)

37. Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42(4), 747-759. Three Schools Six students identified for high rates of verbal and physical aggression toward others. Whole school implementation of SWPBIS Whole school addition of Stop-Walk-Talk Direct observation of problem behavior on playground.

38. 1.88 .88 3.14 Baseline Acquisition Full BP-PBS Implementation Rob School 1 Number of Incidents of Bullying Behavior Bruce Cindy School 2 Scott Anne School 3 Ken 72% School Days

39. 19% decrease 28% increase BP-PBS, Scott Ross

40. 22% decrease 21% increase BP-PBS, Scott Ross

41. Middle Schools:Expect Respect Student forum Multiple lessons On-going assessment of staff fidelity Student survey

42. Building Consensus Scott Ross, University of Oregon • Collect student survey data • Is relational aggression perceived as a problem? • Hold student Forums (many formats possible) • Share results with whole student-body

43. Student Forum (middle/high school) • 8-10 students selected for leadership/contribution • 60-90 min • Content of discussion: • 1. Disrespectful behavior is a problem. Damages ability of others to succeed in school. • 2. Disrespectful behavior typically keeps happening because it results in attention from peers. • 3. We need common (school-wide) routines for: • A) Stop Routine (signal that behavior should stop) • If someone is disrespectful toward you • If you encounter someone being disrespectful toward others • B) Stopping Routine (what to do when someone asks you to “stop” • C) Recruiting help routing (Getting help when you feel unsafe) • 4. What would be best way to introduce/train these routines?

44. Student Survey • In your school • 1. You feel safe • 2. Other students treat you respectfully? • 3. You treat other students respectfully? • 4. Adults treat you respectfully? • 5. You treat adults in your school respectfully • In the past week • 5. Has anyone treated you disrespectfully? • 6. Have you asked someone to “stop?” • 7. Has anyone asked you to “stop?” • 8. Have you seen someone else treated disrespectfully? Disagree Agree 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 No Yes No Yes No Yes No Yes

46. Simulated Survey Responses Mean Student Response N = 235

47. Simulated Survey Results4 weeks before BP and 4 week after BP Percentage of Students Responding “yes”

48. How to Implement Bully Prevention in PBS • School • Implement School-wide PBS • Faculty commitment • Faculty introduction to BP • Team to implement • Build BP lessons for students • Train all students • Booster/Follow up lessons • Coaching support for supervisors • Collect and use data • District • Build expectation for all schools • Fall orientation emphasis on social behavior • District trainer/coordinator • District reporting of: • Schools using BP-PBS • Fidelity of implementation • Impact on student behavior Scott Ross, University of Oregon

50. Scott Ross, University of Oregon