Focused Area

Youth-At-Risk in Rural Settings

Relevance to Focused Area

Bully Prevention within PBIS can be implemented across settings, and grade levels to improve the school climate of any context. Direct outcomes of these practices improve school culture, social skills, peer interactions, and school safety. School staff learn how to respond to bullying behavior and students know how and when to advocate for support with they are either a victim of bullying or witness disrespectful behavior on campus. Many of the "head" "hands" "heart" and "health" are touched upon, such as: dropout prevention, student empowerment, self-esteem, communication skills, decision making, creating safe spaces, conflict resolution, mental wellness, and prevention of emotional trauma.

Primary Strand

Safety & Violence Prevention

Relevance to Primary Strand

Bully Prevention

Teaches staff and students how to address this issue with specific strategies and tools. Staff are also provided with information on how to use data to measure the impact of bully prevention efforts.

Brief Program Description

This session will focus on how to embed bully prevention efforts within a school setting (K-12). Specifically, the logic for providing bully prevention will be presented followed with specific strategies and skills needed for both students and staff to prevent bullying behavior on campus. Outcome data for schools that have implemented BP-PBIS will be shared.

Summary

This presentation is focus on how to use Bully Prevention within Positive Behavior Interventions and Supports (PBIS) at the school level (K-12). The six objectives of this presentation will be to

(a) Define the logic for investing bully prevention and current research on the prevalence of bullying within schools,

(b) Define the 5 core elements for student instruction: teaching school-wide behavioral expectations for respect, a stop routine for students to engage in when faced with disrespectful behavior, a bystander stop routine for peers who witness disrespectful behavior, a stopping routine if someone tells “you” to stop, and an advocacy routine to recruit adult help if a student feels unsafe.

(c) Define the 5 core elements for faculty instruction: agreement on logic for bully prevention effort, strategies and lessons for teaching students core skills, strategies for follow-up and consistency in responding, clear data collection and data use procedures, and advanced support options.

(d) Define how to collect data at the school level to evaluate the fidelity and impact bully prevention efforts are having

(e) Define the expectations for advanced support using data, and

(f) The steps to implement Bully Prevention within a PBIS model.

Experimental and descriptive data will be shared, along with actual student behavior outcome data that have resulted from implementing Bully Prevention within PBIS.

Evidence

Goodman-Scott, E., Doyle, & B., Brott, P. (2013). An action research project to determine the utility of bully prevention in positive behavior support for elementary school bullying prevention, 17 (1), 120- 129.

Ross, S. W., & Horner, R. H. (2009). Bully prevention in positive behavior support. Journal of Applied Behavior Analysis, 42 (4), 747-759.

Waasdorp, T. E., Bradshaw, C. P. & Leaf, P. J. (2012). The impact of school-wide positive behavioral interventions and supports on bullying and peer rejection: a randomized controlled effectiveness trial. Archives of Pediatrics & Adolescent Medicine 166 (2), 149-156

Format

Individual Presentation

Biographical Sketch

Kaci Fleetwood, M. Ed is the State Coordinator for Nevada’s School Climate Transformation Project (SCTP). Kaci Fleetwood currently works from Nevada’s PBIS Technical Assistance Center, located on the University of Nevada campus. In her role as State Coordinator she works with various school districts across the state of Nevada, providing training, consultation, and technical assistance for Positive Behavior Interventions and Supports (PBIS). Kaci Fleetwood has taught youth in both general and special education settings at the elementary and high school levels. She has worked as an implementation specialist, coaching teachers at the school-site, zone, and district levels. She has instructional licenses in elementary education, special education, English as a second language, instructional coaching, literacy/reading specialist, and is currently working towards Board Certification in Behavior Analysis.

Jodie Soracco has been working with Positive Behavior Support-Nevada since 2008 as the Northwest Training Coordinator. In 2012 she took on an additional role as state coordinator for School-wide Positive Behavior Support. Mrs. Soracco previously worked for the Washoe County School District as a teacher, with experience teaching in elementary and special education classrooms. Mrs. Soracco currently is the state coordinator for the School Climate Transformation Project with Nevada’s PBIS Technical Assistance Center. She has a Bachelor’s Degree in Elementary and Special Education, and a Master’s Degree in Special Education with a focus on Emotional and Behavior disorders, with an endorsement in autism. Mrs. Soracco is working towards her Board Certification in Behavior Analysis and is a mother of two young boys.

Kathryn Roose is the Evaluation and Data Manager for Nevada’s PBIS Technical Assistance Center. Previously, she worked at Positive Behavior Support-Nevada as a Training and Consultation Specialist, providing support to families and school teams addressing challenging behavior, as a Behavior Interventionist and Case Manager working with children and adults with intellectual disorders, and as a Certified Alcohol and Drug Counselor. Mrs. Roose holds a Bachelor of Science degree in psychology from the University of California, San Diego, and a Master of Arts degree in behavior analysis from the University of Nevada, Reno, and is working towards Board Certification in Behavior Analysis.

Ashley Greenwald is the Project Director of Nevada’s PBIS Technical Assistance Center. Previously, she was the Administrative and Clinical Director for Positive Behavior Support-Nevada. Mrs. Greenwald assisted in writing the School Climate Transformation Grant and the SAMHSA Project Aware Grant, which were both awarded to the state of Nevada in 2014. Mrs. Greenwald has years of experience working with children and adults with intellectual disabilities and challenging behavior. Mrs. Greenwald is a Board Certified Behavior Analyst, holds a bachelor’s degree in psychology from the University of Florida and a master’s degree in behavior analysis from the University of Nevada, Reno. Mrs. Greenwald is expecting to graduate with a Ph.D. in behavior analysis from the University of Nevada, Reno in May 2015.

Start Date

11-5-2015 4:30 PM

End Date

11-5-2015 5:45 PM

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Nov 5th, 4:30 PM Nov 5th, 5:45 PM

Bully Prevention in Positive Behavior Interventions and Supports

This session will focus on how to embed bully prevention efforts within a school setting (K-12). Specifically, the logic for providing bully prevention will be presented followed with specific strategies and skills needed for both students and staff to prevent bullying behavior on campus. Outcome data for schools that have implemented BP-PBIS will be shared.