expect respect: bully prevention in positive behavior support bruce stiller, ph.d. anne tomlanovich,...
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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.
Bruce Stiller, Ph.D.
Anne Tomlanovich, M.S.
Scott Ross, University of Oregon
It’s way past time…
2
Scott Ross, University of Oregon
Adults only see the
tip of the
iceberg.
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.
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
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.
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
Scott Ross, University of Oregon
A Comprehensive Bully Prevention Model
Scott Ross, University of Oregon8
Bully Prevention
School-wide Behavioral Expectations
TeachAll
Students
Practice
WithSome
Students
SupportStaff
Implement
BullyVictim
Individual Student Supports
Collect and use data for decision-making
Scott Ross, University of Oregon
Scott Ross, University of Oregon
No means no. The rule is: If someone asks
you to stop, you stop.
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
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
Data
Direct Observation
Office Discipline Referral Data
Student Survey Data
Scott Ross, University of Oregon14
0
2
4
6
8
10
0
2
4
6
8
10
Baseline Acquisition Full BP-PBS Implementation
0
2
4
6
8
10
0
2
4
6
8
10
0
2
4
6
8
10
Num
ber
of
Inci
dents
of
Bully
ing
Behavio
r
School Days0
2
4
6
8
10
School 1
Rob
Bruce
Cindy
Scott
Anne
Ken
School 2
School 3
3.14 1.88 .88 72%
Scott Ross, University of OregonBP-PBS, Scott Ross 15
Conditional Probabilities of Bystander Responses to Problem Behavior
0%
10%
20%
30%
40%
50%
"Stop" "Walk"
Positive Response(laughing/cheering)
NegativeResponse(crying/fighting
back)
No Response
Probability of Response
Baseline
BP-PBS
21% increase
22% decrease
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
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
What Reinforces Bullying?
Attention from Bystanders (who may or may not be actually present)
Reactions from the RecipientLaughing it offOverreacting
Access to items
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
Roles
TeachersStudents AdminSupport staff
Learn the program
and reinforce
the program
Teach and reinforce
the program
Support and
reinforce the
program
Support the staff
and students
and reinforce
the program
0
10
20
30
40
50
60
70
80
90
100
Percentages
Bullied in last year Harassed in last year
Madison Climate Survey 2010 Have Been Bullied in Last Year
Series1
0
10
20
30
40
50
60
70
80
90
100
Percentages
Disabilities PhysicalAppearance
Gender SexualOrientation
Race SES ReligiousBeliefs
Madison 2010 Harassment Observed on the Basis Of:
Series1
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Walk away Tell them tostop
Laugh it off Fight backor returninsults
Ask a friendfor advice
Tell a staffmember
Tell myparent(s)
Madison 2010 Problem Solving Strategies
Effective
Sometimes Helps
Doesn't Help
1.Teach the Adults
2. Taking Reports
3. Teach the students
Expect Respect has three main parts
Coaching Steps
1. Active Listening/Reflective statements2. Next Steps/Take the Report
Lesson Plans
1.Discussion2.Getting on the bus3. Youtube4. Safety plan
TimelineSeptember & 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
Contact Information
Bruce Stiller [email protected] (541)790-7816
Anne [email protected]
(541)790-4347