Recognize, Respond, Report: Preventing and Addressing Bullying of Students with Special Needs

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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Behavioral Training Resource Center

Recognize, Respond,
Report:
Preventing and Addressing
Bullying of Students with
Special Needs
by
Lori Ernsperger, Ph.D., BCBA-D
Drlori@btrcinfo.com

1. Recognize
2. Respond
3. Report

} 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

Bullyproject.org
} 60% of children with
disabilities
} (Ability Path)
} 71% of adults with
learning disabilities
} (NCLD)
} Other health issues
} Diabetes

“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

Unwanted behavior,
• Unwelcome
Observed or Perceived Power Imbalance, and
Repeated
Causes Harm
• Emotional, psychological, physical, social

1. Section 504 of the
Rehabilitation Act of 1973
2. Title II of the Americans
with Disabilities Act of 1990,
and
3. Individuals with Disabilities
Education Act (2007).

} 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

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.

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

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.

} District and School-
Wide Interventions
◦ Implement programs and
interventions that are
universally applied to all
students

} Written policies
that are
disseminated
and transparent
} Develop a parent
and student
resource list for
easy access
} It is FREE!

} 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”

“Many Hands Make Light Work”

Incident of
Bullying
Adult
Response
Report and
investigation

} Support and
training for
school personnel

Standard Response Protocol

1. Stop the action, respond immediately,
quickly
2. Talk to the students directly
Do not argue the facts
Do not threaten or use any physical
means
Be 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 Caring
Adopt a Kindness Curriculum
Random Acts of Kindness Educators Guide

} Classroom
Interventions
◦ Incorporate bystander
education

} 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

} Teach and
brainstorm
other ways a
student can
help
} “You can sit
with me”
} Offer Advice

} Literature and writing
} Powerful tools for
teaching diversity and
tolerance
} Assists students in
understanding a
difficult topic through
the eyes of another
character

} Books about bullying
and tolerance
www.readwritethink.org

} Individual
Interventions
◦ Teach Skills

• Address vulnerability
at the IEP or 504
Team
• Special factors or
other considerations
• MA
• Clearly identified
goals and
benchmarks

◦ 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”

CALM
Approach

} Dr. Michelle Borba
◦ www.michelleborba.com
} Cool Down: Teach students to recognize
stress signals and learn calming strategies.
Stress management techniques
◦ Emotional Regulation

} 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!

} Look them in the
Eye:
} Teach students how
to face a bully
} Social Narratives

} Mean it:
} Script an appropriate response
} Non-confrontational
◦ “stop that” “leave me alone” “get away from me”
} “101 Great Comeback Lines”
◦ Bullystoppers.com

} Teach students who
exhibit bullying
behaviors
} Social communication
skills
} Conversation skills
} Focus on peer
mentoring

}Who, what,
where, when,
how

} New York Schools Required Reporting
} 51% of NY schools filed zero bullying reports
◦ Yonkers School District
– 26,000 students and zero reports of bullying

} What are your
reporting
procedures?
} How do parents
and students
access reporting?
} Online, smart
phone Apps?

Make it EASY
} “Hero in the Hallway”
} Awareness, Promote,
and Reinforce
} Address “false
reporting” in the
student code of
conduct

} 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

} 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?

Drlori@btrcinfo.com

Question
&
Answer
Session
Save 20% on all resources at
Use code EDWEB20
Expires 4/22/16
Not tobe combined with any other discounts or offers. Consumer orders only, please.
Excludes BOL training, pre-discounted bundles, and onlineproducts such as ASQ
Onlineand AEPSinteractive™.

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Presented
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Julie
Causton,
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Professor
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the
Inclusive
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Education
Program

at
Syracuse
University

Recognize, Respond, Report: Preventing and Addressing Bullying of Students with Special Needs

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