recognize, respond, report: preventing and addressing bullying of students with special needs
TRANSCRIPT
Recognize, Respond, Report: Preventing and Addressing Bullying of Students with Special Needs
Thursday, March 31, 2016
Presented by
Dr. Lori Ernsperger, Ph.D., BCBA-‐D Executive Director of Behavioral Training Resource Center
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Recognize, Respond, Report:
Preventing and Addressing Bullying of Students with
Special Needsby
Lori Ernsperger, Ph.D., BCBA-DBehavioral Training Resource Center
Behavioral Training Resource Center
} 22-28% of all middle school and high school students (US ED)
} 1:4 Students Nationally ◦ 160,000 students miss school every day due to
bullying
Behavioral Training Resource Center
Bullyproject.org
} 60% of children with disabilities } (Ability Path)
} 71% of adults with learning disabilities} (NCLD)
} Other health issues} Diabetes
Behavioral Training Resource Center
“Because of difficulty with social interactions, intellectual impairments, communication deficits, and the inability to read social cues; individuals with special educational needs (SEN) have higher rates of peer rejection and higher frequencies of verbal and physical attacks”
www.pacer.org
Behavioral Training Resource Center
Unwanted behavior,• Unwelcome
Observed or Perceived Power Imbalance, and Repeated
Causes Harm• Emotional, psychological, physical, social
Behavioral Training Resource Center
1. Section 504 of the Rehabilitation Act of 19732. Title II of the Americans with Disabilities Act of 1990, and3. Individuals with Disabilities Education Act (2007).
Behavioral Training Resource Center
} Harassment creates a hostile environment when conduct is sufficiently severe, persistent and pervasive as to deny or limit a student’s opportunity to benefit from an educational program (OCR)
} Limits a student’s opportunity:◦ Ride the bus◦ Absent from school◦ To attend extra-curricular◦ Eat in the cafeteria
Behavioral Training Resource Center
1. Student is an individual with a disability and receives unwelcome conduct or harassment
based on the student’s disability,
2. The bullying is sufficiently severe, persistent or pervasive to create a hostile environment
3. School officials know or reasonably should have known know about the harassment, and
4. School failed to respond appropriately to end the harassment. School personnel must
take immediate action to eliminate the hostile environment and prevent it from recurring
and as appropriate, remedy its effects.
Behavioral Training Resource Center
Intentionality Reporting Requirements
} Federal law states an “unwelcome act”
} Some state laws include intentionality as part of the definition:◦ “Willful Acts”◦ “Deliberate Acts”
} “Bullying is in the eyes of the beholder”
} Federal law mandates reporting of harassment based on protected classes
} Not all states require reporting of bullying
} Stopbullying.gov
Behavioral Training Resource Center
Behavioral Training Resource Center
Low self-esteem, depression and anxiety
Physical health effects, absence from school
Long-term mental health effects, include thoughts of suicide
} Bullying Stereotypes
The bully-victim dynamic where students with disabilities may be the victim in some cases and the perpetrator in other incidences.
Behavioral Training Resource Center
} District and School-Wide Interventions◦ Implement programs and
interventions that are universally applied to all students
Behavioral Training Resource Center
} Written policies that are disseminated and transparent
} Develop a parent and student resource list for easy access
} It is FREE!
Behavioral Training Resource Center
Behavioral Training Resource Center
} Anonymous Student Surveys◦ As part of the on-going
evaluation for a positive school climate
Pros
Cons
} Pros◦ Free◦ Instructional time is
minimal◦ Reliable data for
results driven accountability◦ Transparency
} Cons◦ “You can’t fix what
you don’t look at”
Behavioral Training Resource Center
Behavioral Training Resource Center
1. Stop the action, respond immediately, quickly
2. Talk to the students directlyDo not argue the factsDo not threaten or use any physical meansBe careful of body language
3. Walk and supervise students to class Report
**Write a report and document; follow-up
} Student driven activities◦ Student Assemblies
} Teach Kindness and CaringAdopt a Kindness CurriculumRandom Acts of Kindness Educators Guide
Behavioral Training Resource Center
} Adopt a Bystander Education Program◦ 85% of bullying incidents occur with bystanders in the area◦ Dr. Michelle Borba: “Bystanders play a critical role
in ending bullying”“Upstanders in Action”
bullybust.org
Behavioral Training Resource Center
} Teach and brainstorm other ways a student can help
} “You can sit with me”
} Offer Advice
Behavioral Training Resource Center
} Literature and writing } Powerful tools for
teaching diversity and tolerance
} Assists students in understanding a difficult topic through the eyes of another character
Behavioral Training Resource Center
• Address vulnerability at the IEP or 504 Team
• Special factors or other considerations
• MA• Clearly identified
goals and benchmarks
Behavioral Training Resource Center
◦ Improve social communication skills such as sharing, taking turns, or thinking before acting◦ Practice assertive body language◦ Increase self-advocacy skills so the child
can learn to say “no”
Behavioral Training Resource Center
} Dr. Michelle Borba ◦ www.michelleborba.com
}Cool Down: Teach students to recognize stress signals and learn calming strategies. Stress management techniques◦ Emotional Regulation
Behavioral Training Resource Center
} Consider a variety of stressors and physical responses
} What can I do when I feel stressed? Or, when I am bullied?
} www.do2learn.com
Copyright Ernsperger 2016
}Assert Yourself: Stand Tall◦ Teach assertive body language. ◦ How to deflect and detour bullying attempts.◦ Multiple methods� Role playing � Video modeling� Peer instruction� And PRACTICE!
Behavioral Training Resource Center
} Look them in the Eye:
} Teach students how to face a bully
} Social Narratives
Behavioral Training Resource Center
}Mean it: } Script an appropriate response} Non-confrontational◦ “stop that” “leave me alone” “get away from me”
} “101 Great Comeback Lines”◦ Bullystoppers.com
Behavioral Training Resource Center
} Teach students who exhibit bullying behaviors
} Social communication skills
} Conversation skills} Focus on peer
mentoring
Behavioral Training Resource Center
} New York Schools Required Reporting } 51% of NY schools filed zero bullying reports◦ Yonkers School District � 26,000 students and zero reports of bullying
Behavioral Training Resource Center
} What are your reporting procedures?
} How do parents and students access reporting?
} Online, smart phone Apps?
Behavioral Training Resource Center
Make it EASY
} “Hero in the Hallway”} Awareness, Promote,
and Reinforce} Address “false
reporting” in the student code of conduct
Behavioral Training Resource Center
} Prompt, thorough and impartial investigation◦ Avoid “yes” “no” questions
} Investigate◦ Reasonable time frame◦ Interview any and all witnesses (bystanders)� Don’t limit investigation ◦ Document and maintain records
Behavioral Training Resource Center
1. Student is an individual with a disability and receives unwelcome conduct or harassment
based on the student’s disability,
2. The bullying is sufficiently severe, persistent or pervasive to create a hostile environment
3. School officials know or reasonably should have known know about the harassment, and
4. School failed to respond appropriately to end the harassment. School personnel must
take immediate action to eliminate the hostile environment and prevent it from recurring
and as appropriate, remedy its effects.
Behavioral Training Resource Center
} Prevent repeated events} Limit interaction amongst bully and victim} Provide additional services to student who
may have been denied services; } Remedy the effects} Counseling or increased supervision in the
cafeteria} Implement monitoring program◦ Prevent retaliation
What is NOT recommended?
Behavioral Training Resource Center
Question & Answer Session
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