Implementation Example: Bullying Prevention<br />
Bullying Program Component Review Purpose<br />
Preliminary Conclusions<br />
<ul><li>Victim attention
Bystander attention
Self-delivered praise
Tangible access</li></li></ul><li>PREVENTION<br />De-emphasis on adding consequence for problem behavior<br />
Initiator<br />Target<br />Context<br />or<br />Setting<br />Continuum of Behavior Fluency<br />Staff<br />Bystander<br />
Four basic strategies….if you do nuthin’ else….<br />
Doesn’t Work<br />Works<br />Label student<br />Exclude student<br />Blame family<br />Punish student<br />Assign restitut...
MUST…..<br /><ul><li>Be easy & do-able by all
Be contextually relevant
Result in early disengagement
Increase predictability
Be pre-emptive
Be teachable
Be brief</li></li></ul><li>www.pbis.org<br />
1.88<br />.88<br />3.14<br />Baseline<br />Acquisition<br />Full BP-PBS Implementation<br />Rob<br />School 1<br />Number ...
22% decrease<br />21% increase<br />Scott Ross, University of Oregon<br />BP-PBS, Scott Ross <br />13<br />
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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

  1. 1. Implementation Example: Bullying Prevention<br />
  2. 2. Bullying Program Component Review Purpose<br />
  3. 3. Preliminary Conclusions<br />
  4. 4.
  5. 5. <ul><li>Victim attention
  6. 6. Bystander attention
  7. 7. Self-delivered praise
  8. 8. Tangible access</li></li></ul><li>PREVENTION<br />De-emphasis on adding consequence for problem behavior<br />
  9. 9. Initiator<br />Target<br />Context<br />or<br />Setting<br />Continuum of Behavior Fluency<br />Staff<br />Bystander<br />
  10. 10. Four basic strategies….if you do nuthin’ else….<br />
  11. 11. Doesn’t Work<br />Works<br />Label student<br />Exclude student<br />Blame family<br />Punish student<br />Assign restitution<br />Ask for apology<br />Teach targeted social skills<br />Reward social skills<br />Teach all<br />Individualize for non-responsive behavior<br />Invest in positive school-wide culture<br />
  12. 12. MUST…..<br /><ul><li>Be easy & do-able by all
  13. 13. Be contextually relevant
  14. 14. Result in early disengagement
  15. 15. Increase predictability
  16. 16. Be pre-emptive
  17. 17. Be teachable
  18. 18. Be brief</li></li></ul><li>www.pbis.org<br />
  19. 19. 1.88<br />.88<br />3.14<br />Baseline<br />Acquisition<br />Full BP-PBS Implementation<br />Rob<br />School 1<br />Number of Incidents of Bullying Behavior<br />Bruce<br />Cindy<br />School 2<br />Scott<br />Anne<br />School 3<br />Ken<br />72%<br />Scott Ross, University of Oregon<br />12<br />School Days<br />
  20. 20. 22% decrease<br />21% increase<br />Scott Ross, University of Oregon<br />BP-PBS, Scott Ross <br />13<br />
  21. 21.
  22. 22.
  23. 23. Non-Classroom Management: Self-Assessment<br />
  24. 24.
  25. 25.
  26. 26.
  27. 27. Behavior Support Elements<br />*Response class<br />*Routine analysis<br />*Hypothesis statement<br />*Alternative behaviors<br />*Competing behavior analysis <br />*Contextual fit<br />*Strengths, preferences, & lifestyle outcomes<br />*Evidence-based interventions<br />Problem Behavior<br />Functional Assessment<br />*Implementation support<br />*Data plan<br /><ul><li>Team-based
  28. 28. Behavior competence</li></ul>Intervention & Support Plan<br />*Continuous improvement<br />*Sustainability plan<br />Fidelity of Implementation<br />Impact on Behavior & Lifestyle<br />
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