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Expect Respect: Bully Prevention in Positive Behavior Support

Expect Respect: Bully Prevention in Positive Behavior Support. Bruce Stiller, Ph.D. Anne Tomlanovich, M.S . It’s way past time…. 2. Adults only see the tip of the iceberg. Bullying & Harassment.

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Expect Respect: Bully Prevention in Positive Behavior Support

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  1. Expect Respect: Bully Prevention in Positive Behavior Support Bruce Stiller, Ph.D. Anne Tomlanovich, M.S.

  2. It’s way past time… 2 Scott Ross, University of Oregon

  3. Adults only see the tip of the iceberg. Scott Ross, University of Oregon

  4. Bullying & Harassment 30% of youth in the United States are estimated to be involved in bullying as either a bully, a target. Staff are likely to underestimate the extent of harassment and bullying. One study showed: 58% of students perceived teasing, spreading lies or rumors, or saying mean things to be problems. Only 25% of teachers perceived these behaviors to be problems. 1Nansel et al. (2001). Bullying Behaviors Among U.S. Youth. JAMA.

  5. Literature Review of Existing Bully Prevention Programs Outcomes less than ideal Most show student knowledge of what to do improves, not that actual behavior changes) Efficiency a major issue Most do not target behavior of bystanders

  6. Core Features of Bully and Harassment Prevention in Positive Behavior Support Remove the reinforcers that maintain socially aggressive behavior. Impact Bystander behavior. Teach all students to identify and label disrespectful behavior. School-wide Stop Signal students can use to interrupt social aggression.

  7. What “Rewards” Bullying? • Attention from Bystanders (who may or may not be actually present) • Reactions from the Recipient • Laughing it off • Overreacting • Access to items - tangibles; activities

  8. A Comprehensive Bully Prevention Model Individual Student Supports Bully Victim Teach All Students Practice With Some Students Support Staff Implement School-wide Behavioral Expectations Bully Prevention Collect and use data for decision-making 8 Scott Ross, University of Oregon Scott Ross, University of Oregon

  9. Stop Talk & Walk Scott Ross, University of Oregon

  10. No means no. The rule is: If someone asks you to stop, you stop. Scott Ross, University of Oregon

  11. Stop/Walk/Talk Program One Primary Lesson -- 50 minutes -- delivered to all students the same day Class discussion of disrespectful behavior Introduction of Stop Signal Role Playing Follow Up Lessons as needed Gossip; Rumor Spreading Exclusion Cyberbullying Coaching from supervisory personnel is ongoing and critical

  12. Adult Coaching: Accepting Reports When problem behavior is reported, adults follow a specific response: 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 problem still happening? Assess severity of the incident Assess likelihood of retaliation Devise Safety Plan if needed Ask the Student if he/she Used the Stop Signal -- Coach as needed

  13. Data • Direct Observation • Office Discipline Referral Data • Student Survey Data

  14. 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% 14 Scott Ross, University of Oregon School Days

  15. 22% decrease 21% increase 15 Scott Ross, University of Oregon BP-PBS, Scott Ross

  16. Fidelity Study - Spring 2009 Fidelity Study Spring 2009 included playground observations; interviews with students and staff; and student focus groups Fidelity Study completed in a 4J elementary school -- one of the schools most invested in Stop/Walk/Talk Results: Students had learned the expected behaviors and could tell researchers what they were supposed to do Adults couldn’t remember all of the coaching steps Students complained that the adults weren’t listening to them

  17. Expect Respect • Critical Features of Expect Respect • Student Driven (it won’t happen if it’s not) • Removal of Social Reinforcers • Empowering Students -- How to interrupt socially aggressive behavior • Impact Bystander Behavior

  18. What Reinforces Bullying? Attention from Bystanders (who may or may not be actually present) • Reactions from the Recipient • Laughing it off • Overreacting Access to items

  19. Expect Respect: Creating the Curriculum 8 contacts with students throughout the year 4 Adult-lead Lessons: Mix of discussion and experiential lessons (Similations; You-Tube vignettes;) 4 Student forums: All students invited, open forum with a lesson or topic for discussion, “take-away” point to share with classes School-Wide Initiative

  20. Roles Students Teachers Support staff Admin Learn the program and reinforce the program Support the staff and students and reinforce the program Support and reinforce the program Teach and reinforce the program

  21. Expect Respect has three main parts Teach the Adults 2. Taking Reports 3. Teach the students

  22. Coaching Steps 1. Active Listening/Reflective statements 2. Next Steps/Take the Report

  23. Lesson Plans • Discussion • Getting on the bus • 3. Youtube • 4. Safety plan

  24. September & October Lessons 1 - 4 Regular check-ins with staff November Student Forum Report out to student body & staff December - May Student Forums Report out to student body & staff June School-wide event to celebrate Expect Respect Timeline

  25. Contact Information • Bruce Stiller stiller@4j.lane.edu • (541)790-7816 • Anne Tomlanovich tomlanovich_a@4j.lane.edu • (541)790-4347

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