SWPBS: Preventing & Reducing Effectiveness of

Bullying Behavior

George SugaiOSEP Center on PBIS

Center for Behavioral Education & ResearchUniversity of Connecticut

Aug 18, 2010

www.pbis.org www.cber.org www.swis.org

PURPOSE

To improve our understanding

of & responding to bullying

behavior from perspective of

school-wide positive behavior

support.

• Re/over-view of SWPBS• Bullying behavior in SWPBS• Strategies

SWPBS: Re/over-view

SWPBS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students(Zins & Ponti, 1990)

SWPBS is

SYST

EMS

“BULLY BEHAVIOR”PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

Horner, R. H., Sugai, G., & Anderson, C. M. (in press). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality.

www.pbis.org

“Is SWPBS evidence-based practice?”

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

RtI

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 proceduresTargeted 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

Responsiveness to Intervention

Academic Systems Behavioral Systems

Circa 1996

RTIIntegrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum

All

Some

FewRTI

Continuum of Support for

ALL

Dec 7, 2007

Continuum of Support for ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Continuum of Support for ALL

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Label behavior…not people

SWPBS look at bullying behavior

• Label student• Exclude student• Blame family• Punish student• Assign restitution• Ask for apology

• Teach targeted social skills

• Reward social skills• Teach all• Individual for non-

responsive behavior• Invest in positive

school-wide culture

Doesn’t Work Works

Is Behavior an Issue?

Pre-K K-6 6-9 9-12 K8-120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

12.4 - Mean Percentage Students (2009-10) (Majors Only)Students 6+

Students 2 to 5

Students 0 or 1

N = 2565 713 266 474

9% 19% 24%

Mean % Students 2009-2010 Majors Only

91% 81% 76%

Most are responsive…but

some need a bit more.

Pre-K K-6 6-9 9-12 K8-120%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%12.5 - Mean Percentage ODRs (2009-10) (Majors Only)Students 6+

Students 2 to 5

Students 0 or 1

74% 82% 84%

Mean % ODRs 2009-2010 Majors Only

Students: 9% 19% 24% 18%

And we know who they are!

Inapp

lan

Agg/F

ight

Disres

ptLy

ing

Haras

s

Disrup

tionTar

dy

Skip/T

ruan Skip

Truan

Prop d

amThe

ft

Dress

Tech

Inapp

affec

tion

Out bo

unds

Gang D

isplay

Tobac

co

Alcoho

l

Drugs

Combu

st

Vanda

l

BombArs

on

Wea

pons

Other b

ehav

Unkno

wn beh

avMino

r

M-Inap

p lan

M-Con

tact

M-Disr

espt

M-Disr

uptio

n

M-Prp

ty Misu

se

M-Dre

ss

M-Tec

h

M-Tar

dy

M-Othe

r

M-Unk

nown

0%

5%

10%

15%

20%

25%

10.2 - Problem Behavior: K-6

% Group ODRs

Mean % ODRs

Aggression-fighting &

disrespect

K-6 Problem Behavior ODR

Inapp

lan

Agg/F

ight

Disres

ptLy

ing

Haras

s

Disrup

tionTar

dy

Skip/T

ruan Skip

Truan

Prop d

amThe

ft

Dress

Tech

Inapp

affec

tion

Out bo

unds

Gang D

isplay

Tobac

co

Alcoho

l

Drugs

Combu

st

Vanda

l

BombArs

on

Wea

pons

Other b

ehav

Unkno

wn beh

avMino

r

M-Inap

p lan

M-Con

tact

M-Disr

espt

M-Disr

uptio

n

M-Prp

ty Misu

se

M-Dre

ss

M-Tec

h

M-Tar

dy

M-Othe

r

M-Unk

nown

0%

5%

10%

15%

20%

25%

10.3 - Problem Behavior: 6-9

% Group ODRs

Mean % ODRs

Disrespect

6-9 Problem Behavior ODR

Inapp

lan

Agg/F

ight

Disres

ptLy

ing

Haras

s

Disrup

tionTar

dy

Skip/T

ruan Skip

Truan

Prop d

amThe

ft

Dress

Tech

Inapp

affec

tion

Out bo

unds

Gang D

isplay

Tobac

co

Alcoho

l

Drugs

Combu

st

Vanda

l

BombArs

on

Wea

pons

Other b

ehav

Unkno

wn beh

avMino

r

M-Inap

p lan

M-Con

tact

M-Disr

espt

M-Disr

uptio

n

M-Prp

ty Misu

se

M-Dre

ss

M-Tec

h

M-Tar

dy

M-Othe

r

M-Unk

nown

0%

5%

10%

15%

20%

25%

10.4 - Problem Behavior: 9-12

% Group ODRs

Mean % ODRs

Disrespect +

tardy, skip, truant

9-12 Problem Behavior ODR

• Victim attention• Bystander attention• Self-delivered praise• Tangible access

PREVENTION

~80% of Students

~5%

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning• •

PRIMARY PREVENTION• Teach SW expectations• Proactive SW & classroom discipline• Positive reinforcement• Effective instruction• Parent engagement• Active supervision

SECONDARY PREVENTION• • • • •

TERTIARY PREVENTION• • • • •

PRIMARY PREVENTION• • • • • •

~15%

Three basic strategies….if

you do nuthin’ else….

MUST…..• Be easy & do-able by all• Be contextually relevant• Result in early disengagement• Increase predictability• Be pre-emptive• Be teachable• Be brief•

www.pbis.org

2. Precorrect

Allday & Pakurar (2007)

PBIS Prevention Goals & Bullying Behavior