Preventing Bullying Part 2: Bullying Prevention Systematic Approaches Catherine Bradshaw, Ph.D., M.Ed. & Sandy Hardee, M.S. Johns Hopkins Center for the Prevention of Youth Violence Johns Hopkins Center for Prevention & Early Intervention cbradsha@jhsph.edu
Overview of Session 1 What is bullying and what does it look like in our schools? How do bullying and problem behavior influence school climate? Strategies for intervening and preventing bullying Lessons learned
Overview of Current Session What types of system changes are required to improve school climate and reduce bullying? Overview of the Positive Behavior Support framework Strategies for successful implementation of PBS and the three-tiered prevention logic Lessons learned
Why prevention through schools? Major influence on children s social and cognitive development Experiencing behavior problems first-hand Legislative pressure to provide safe schools Role of special education Opportunity for prevention and early intervention Schools as a system of care Referral vs. Prevention, assessment, & treatment Challenges to both educators & clinicians Exclusion vs. support for behavior problems Additional support & training needed (Lane & Murakami, 1987; Mayer, 1995; Mayer & Sulzer-Azaroff, 1991; NIMH, 2001; Zima et al., 2005)
What works in school-based prevention of aggressive and disruptive behavior problems? Teach social-emotional skills directly in real context Foster respectful, supportive relations among students, school staff, & parents Support & reinforce positive academic & social behavior through comprehensive systems Invest in multiyear, multi-component programs Combine classroom, school- & community-wide efforts Universal prevention efforts (Gottfredson et al., 2004; Greenberg et al., 2003; Rones & Hoagwood, 2000)
Positive Behavioral Interventions and Supports (PBIS) Model: Tiered Approach to Prevention Application of behavioral, social learning, & organizational behavioral principles Clear behavioral expectations (e.g., ready, responsible, and respectful) Recognition system Procedures for managing disruptions Focus on changing adult behavior Emphasizes staff buy-in Team-based & data-based process Consistency in discipline practices Can be implemented in any school level, type, or setting Non-curricular model flexible to fit school culture & context Coaching to ensure high fidelity implementation On-going progress monitoring Public health approach (universal / selective / indicated) Requires a shift from punitive/reactive to preventive (Horner et al., 2009; Horner & Sugai, 2001; Lewis & Sugai, 1999; Sugai & Horner, 2006)
PBIS aims to prevent behavior problems by: OUTCOMES Increasing positive behavior in all students Expectations and recognition system PRACTICES
Be Responsible Respect Yourself Respect Others
MacArthur s Eagle Code
Posting of School-Wide Expectations
Eagle Tickets
PBIS in Park Heights
PBIS aims to prevent behavior problems by: Increasing positive behavior in all students Expectations and recognition system Promoting consistency in adults Office vs. classroom managed OUTCOMES PRACTICES
Observe Problem Behavior W arning/conference with Student Use Classroom Consequence No Is behavior office managed? Yes W rite referral to office Complete Minor Incident Report Does student have 3 MIR slips for the sam e behavior in the same quarter W rite the student a REFERRAL to the m ain office Classroom Managed Preparedness Calling Out Classroom Disruption Refusal to Follow a Reasonable Request (Insubordination) Failure to Serve a Detention Put Downs Refusing to Work Inappropriate Tone/Attitude Electronic Devices Inappropriate Comments Food or Drink Office M anaged Weapons Fighting or Aggressive Physical Contact Chronic Minor Infractions Aggressive Language Threats Harassment of Student or Teacher Truancy/Cut Class Smoking Vandalism Alcohol Drugs Gambling Dress Code Cheating Not w/ Class During Emergency Leaving School Grounds Foul Language at Student/Staff SIDE BAR on Minor Incident Reports Adm inistrator determines consequence Adm inistrator follows through on consequence Adm inistrator provides teacher feedback Issue slip when student does not respond to pre-correction, re-direction, or verbal warning Once written, file a copy with administrator Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
PBIS aims to prevent behavior problems by: Increasing positive behavior in all students Expectations and recognition system Promoting consistency in adults Office vs. classroom managed Making data-based decisions SWIS to collect office referrals OUTCOMES PRACTICES
Office Referrals by Teacher 1994-1995 300 250 200 100 80 60 Office Referrals by Student 1994-1995 150 40 100 50 20 0 1 5 9 13 17 21 25 29 33 37 41 45 49 Teachers 0 1 7 13 19 25 31 37 43 49 55 61 67 73 79 No. of Referrals
PBIS aims to prevent behavior problems by: Increasing positive behavior in all students Expectations and recognition system Promoting consistency in adults Office vs. classroom managed Making data-based decisions SWIS to collect office referrals Enhancing support of higher-need students 3-Tiered public health approach OUTCOMES PRACTICES
Maryland s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework Academic Systems Intensive, Individually Designed Interventions Address individual needs of student Assessment based High Intensity Targeted, Group Interventions Small, needs based groups for at risk students who do not respond to universal strategies High efficiency Rapid response 1 5% 1 5% 5 10% 5 10% Behavioral Systems Intensive, Individually Designed Interventions Strategies to address needs of individual students with intensive needs Function based assessments Intense, durable strategies Targeted, Group Interventions Small, needs based groups for atrisk students who do not respond to universal strategies High efficiency/ Rapid response Function based logic Core Curriculum and Differentiated Instruction All students Preventive, proactive School wide or classroom systems for ALL students 80 90% 80 90% Core Curriculum and Universal Interventions All settings, all students Preventive, proactive School wide or classroom systems for ALL students and staff
Public Health Multi-tiered System of Support Indicated or Intensive Intervention Individualized, functional assessment, highly specific for few Universal Prevention Core Instruction, all students, preventive, proactive Selective or Targeted Intervention Supplemental, some students, reduce risk Students within Schools (IOM, 2009; PBIS.org; Sugai & Horner, 2006; Walker et al., 1996)
Maryland s PBIS Organizational Model School Level 915 PBIS Teams (one per school) 65% Team leaders (one per school) Behavior Support Coaches ( 560) District Level (24) District Coordinators State Level State Leadership Team Maryland State Department of Education (MSDE) Sheppard Pratt Health System Johns Hopkins University 24 Local school districts Department of Juvenile Services, Mental Hygiene Administration University of Maryland Management Team Advisory Group National Level National PBIS Technical Assistance Center (OSEP-funded) District State Student Classroom School University of Oregon, University of Connecticut, & University of Missouri (Barrett, Bradshaw & Lewis-Palmer, 2008; Bradshaw & Pas, 2011; Bradshaw et al., 2012)
Cumulative Number of PBIS Trained Schools by Year Number of Schools 1000 900 800 700 600 500 400 300 200 100 0 4 18 43 87 140 210 293 403 508 606 703 794 866 915 Year
Number of PBIS Trained Schools 500 450 400 350 300 250 200 150 100 50 0 by School Type (by 2011) 429 209 126 24 8 26 34 2 12 4 1 Elementary Middle Elementary/Middle K-8 K-12 High Special/Alternative Other Special Intermediate Middle/High School Type Number of Schools
Summary of PBIS Training Effects on Fidelity High fidelity implementation and sustainability of PBIS All trained schools reached high fidelity within 4 years (66% by the end of year 1) All trained schools sustained high fidelity Project Target (Bradshaw, Reinke et al., ETC, 2007; Bradshaw et al. Prevention Science, 2009)
Summary of PBIS Training Effects on School Climate PBIS training associated with significant improvements in staff members report of school climate & organizational health Significant impacts on: Principal leadership, collegial relationships, academic emphasis, resource influence, institutional integrity, and overall organizational health Schools starting with lower levels of organizational health tended to take longer to reach high fidelity SW- PBIS implementation, but improved the most (Bradshaw, et al., SPQ, 2008; Bradshaw et al. Prevention Science, 2009) Project Target
Summary of Impacts of PBIS on Student Outcomes Significant reduction in school-level suspensions Students in PBIS schools were 33% less likely to receive an office discipline referral A positive effect for school-level academic performance (Bradshaw et al., JPBI, 2010) Significant reductions in teacher-rated behavior problems Rejection & bullying (Waasdorp, Bradshaw, & Leaf, 2012) Service use (e.g., counseling, special education referral, office referrals) Reductions in concentration problems and aggressive/disruptive behavior, and improvements in prosocial behavior and emotion regulation (Bradshaw et al., 2012) Project Target Some indication that the intervention effects are strongest the earlier students are exposed to SW- PBIS (Bradshaw et al., 2012)
Effects of PBIS on At-Risk Students Those high risk and at-risk performed better in SW-PBIS schools than Comparison schools with regard to discipline problems and service utilization Relative to at-risk students in comparison schools, at-risk students in SW-PBIS schools were less likely to be sent to the principals office receive counseling for problem behaviors receive counseling for social skill deficits be referred to special education Project Target
Summary of Significant Tier 2 Findings Staff efficacy to manage behavior problems PBISplus schools had greater improvements in efficacy whereas SWPBIS schools remained flat across time Student-level receipt of classroom-based behavioral services Students in the PBISplus schools were 20% less likely to need these services than those SWPBIS schools Teacher reports of special education service receipt Fewer students received special education services in the PBISplus schools than in the SWPBIS schools Teacher ratings of achievement PBISplus students had significantly higher achievement than students in SWPBIS schools (Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012)
Double Check Framework Emphasizes culturally proficient instruction and classroom management (Bottiani, Bradshaw, Rosenberg et al., 2012; Hershfeldt et al., 2009)
Double Check Model Components School-Wide Positive Behavioral Interventions and Supports (SW-PBIS; Sugai & Horner, 2006) is foundation Double Check Professional Development Series (Hershfeldt et al., 2009) Classroom Check-Up (Reinke et al., 2008), a classroom management coaching system
Themes for Core Professional Development Modules Connection to the Curriculum, teaching across cultures using the 5 C s Building Authentic Relationships with students and families Function-Based Thinking and Reflective Thinking as the thread that ties all together Effective Communication (with students and parents/families) Acknowledging the role culture has on learning and demonstrating Sensitivity to Students Culture
The Classroom Check-Up Coaching Step 1 Teacher Interview Teacher Completes Ecology Checklist Step 2 Coach Conducts Classroom Visits Step 3 Personalized Feedback Session Develop Menu of Options Step 4 Collaborative Goal Setting Step 5 Teacher Monitors Daily Implementation Coach Provides Continued Support
Lessons Learned: Top Things Principals Should Know and Do
Lessons Learned: Integration 1. Adopt a proactive framework and belief in addressing discipline as opposed to a reactive framework or approach. - Model this with your staff regularly - Celebrate staff at each staff meeting or in weekly bulletins. 2. Tie PBIS to your SIT/SIP goals.
Lessons Learned: Teamwork 3. Create a team with a variety of members - regular education teachers, special educators, support staff, office staff, administrator, community members, students, etc. - Include skeptics from the school on the team. 4. Support your PBIS team by providing an administrative representative to be an active member of the team.
Lessons Learned: Data 5. Update and use data (e.g., office discipline referrals) regularly and in a timely manner so that decisions made about discipline are informed. 6. On meeting agendas, put data sharing at the beginning and not at the end.
Lessons Learned: Input 7. Share decisions made with whole staff and include how those decisions were reached. 8. Invite regular staff feedback.
Lessons Learned: Consistency 9. Be consistent with reward systems for students. If providing a school store for students to cash in earned bucks, have a plan in place for stocking and staffing store. 10. PBIS is NOT just about monthly celebrations for students, it is about making the school a safer environment through the use of data-based decision making.
Lessons Learned: Communication 11. Decide on the best way to support your staff - PD workshops addressing specific behaviors, peer walkthroughs, administrative walk-throughs. 12. Be honest with your staff and talk to teachers about what is office managed and what is classroom managed behavior. - Link to research when possible.
Lessons Learned: Proactive Planning 13. If using a recognition system for students, make it easily manageable for teachers. - Provide opportunities for teachers to provide reinforcers to other classes or students not just in their classroom (i.e., hallway bucks for quiet lines, cafeteria cash for clean tables, etc.) 14. Create lesson plans to be taught by all teachers when first implementing PBIS. 15. Plan ahead! Plan regular celebrations 12 months in advance.
On-Line Resources National Center on PBIS http://www.pbis.org Stop Bullying http://www.stopbullying.gov National Association of School Psychologists (NASP) Success in school online resource kit http://www.naspcenter.org/resourcekit/index.html Collaborative for Academic, Social, & Emotional Learning (CASEL) http://www.casel.org Blueprints for violence prevention http://www.colorado.edu/cspv/blueprints/index.html Substance Abuse & Mental Health Services Admin. (SAMHSA) http://nrepp.samhsa.gov/
Questions, Comments, & Discussion