SWPBS and Bullying PPT G Sugai Perth 1 July 2011
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SWPBS and Bullying PPT G Sugai Perth 1 July 2011

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  • The problem of children bullying each other is not new. Most of us have encountered a bully at some point in our lives. Usually parents worry about their child becoming the victim to a bully in school. It is often quite a surprise for parents to find out that their child is the one doing the bullying. As upsetting as it is to discover this behavior, you must stay calm. To successfully help your child, you must go about resolving the problem the appropriate way.Luckily, after reading articles online, I found a perfect solution that has been working perfectly for your son and the rest of the family.#SafekidZone, Check out here: http://bit.ly/ZjYchC
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SWPBS and Bullying PPT G Sugai Perth 1 July 2011 SWPBS and Bullying PPT G Sugai Perth 1 July 2011 Presentation Transcript

  • Implementation Example: Bullying Prevention
  • Bullying Program Component Review Purpose
  • Preliminary Conclusions
    • Victim attention
    • Bystander attention
    • Self-delivered praise
    • Tangible access
  • PREVENTION
    De-emphasis on adding consequence for problem behavior
  • Initiator
    Target
    Context
    or
    Setting
    Continuum of Behavior Fluency
    Staff
    Bystander
  • Four basic strategies….if you do nuthin’ else….
  • Doesn’t Work
    Works
    Label student
    Exclude student
    Blame family
    Punish student
    Assign restitution
    Ask for apology
    Teach targeted social skills
    Reward social skills
    Teach all
    Individualize for non-responsive behavior
    Invest in positive school-wide culture
  • 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
  • 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%
    Scott Ross, University of Oregon
    12
    School Days
  • 22% decrease
    21% increase
    Scott Ross, University of Oregon
    BP-PBS, Scott Ross
    13
  • Non-Classroom Management: Self-Assessment
  • Behavior Support Elements
    *Response class
    *Routine analysis
    *Hypothesis statement
    *Alternative behaviors
    *Competing behavior analysis
    *Contextual fit
    *Strengths, preferences, & lifestyle outcomes
    *Evidence-based interventions
    Problem Behavior
    Functional Assessment
    *Implementation support
    *Data plan
    • Team-based
    • Behavior competence
    Intervention & Support Plan
    *Continuous improvement
    *Sustainability plan
    Fidelity of Implementation
    Impact on Behavior & Lifestyle