1. Bully Prevention
In Positive Behavior
Intervention and Support

2. Assumptions
Schools that are interested in
implementing Bully Prevention fall under
the following criteria:
 Universals implementation has
begun.
 Data indicates bullying should be
addressed.

3. Today’s Goals
 Define why bullying is worth addressing.
 Provide a comprehensive model for bully
prevention.
 Describe core elements of UNIVERSAL
level bully prevention.
 Demonstrate reduction in bullying and
improved perception of school safety
through data.

4. Rationale for Bully
Prevention
 The National School Safety Center (NSSC) called
bullying the most enduring and underrated problem in
U.S. schools(Beale, 2001).
 Nearly 30 percent of students have reported being
involved in bullying as either a perpetrator or a victim
(Nansel, et al., 2001; Swearer & Espelage, 2004).
 Victims and perpetrators of bullying are more likely to
skip and/or drop out of school (Berthold & Hoover, 2000;
Neary & Joseph, 1994).
 Victims and perpetrators of bullying are more likely to
suffer from underachievement and sub-potential
performance in employment settings (Carney &
Merrell, 2001; NSSC, 1995).

5. Typical Bully Prevention
Most Bully Prevention programs focus on
the bully and the victim. Which leads to
several problems:
 Bullying is inadvertently taught.
 Bullies are blamed.
 The role of bystanders are ignored.
 Program results are ineffective over
time.

6. Bully Prevention in PBIS
School-wide Bully Prevention aligns with
universal implementation:
 All students learn behavior
expectations.
 All staff reinforce students
demonstrating expectations.
 All staff address students not
demonstrating expectations.

7. Foundations of Bully Prevention
 Bullying behavior occurs in many
forms, and locations, but typically
involves student-student interactions.
 Bullying behavior is often reinforced
by:
 Attention from bystanders
 Reaction from victim
 Access to resources
 Self-reinforcement

8. Foundations of Bully
Prevention
Two key changes lead to prevention of
bullying behaviors:
 Reinforcements that follow bullying are
removed.
 Staff and students effectively respond to
bullying behavior.

9. CONTINUUM OF
Bullying Bully & POSITIVE
Victim
Individual BEHAVIOR
Prevention Support
INTERVENTION
Model AND
Additional and more
frequent role play & SUPPORT
practice
Teach School-Wide
Expectations
Teach & Reinforce
Stop, Talk, & Walk

10. Teach All Students
 Teach school-wide expectations
 Students should be able to recognize respectful verses non-
respectful behavior.
 Link concept of respect and responsibility to the most
appropriate expectation.
 Teach how bullying is reinforced
 Bullies gain attention.
 Bullies gain materials/activities.
 Teach how to respond to non-respectful
behavior
 Say, “Stop.”
 Walk away.

11. Teaching “Stop”
 If someone is not being respectful toward
you, or someone else, tell them to “Stop!”
 Because talking is hard in emotional
situations… always include a physical
signal to stop.
 Review how the stop signal should look
and sound.
 Firm hand signal
 Clear voice

12. Responding to “Stop”
 Eventually, every student will be told to
stop. When this happens, he or she
should follow these three steps:
 Stop what you are doing.
 Take a deep breath.
 Go about your day (no big deal).
 This three-step procedure should be
followed even when the student doesn’t
agree with the “stop.”

13. Teaching “Walk”
 Sometimes, even when students tell
others to “Stop,” problem behavior will
continue. When this happens, students
are to "walk away" from the problem
behavior.
 Remember that walking away removes
the reinforcement for bullying.
 Teach students to encourage one
another when they use the appropriate

14. Teaching “Talk”
 Even when students use “stop” and they
“walk away” from the problem, sometimes
students will continue to behave
inappropriately toward them. When that
happens, students should "talk" to an
adult.
 Report problems to adults.

15. Teaching “Talk”
There is a difference between tattling and
talking.
 Talking is when you have tried to solve
the problem yourself, and have used
the "stop" and "walk" steps first.
 Tattling is when you do not use the
"stop" and "walk away" steps before
talking to an adult.
 Tattling is when your goal is to get the
other person in trouble.

16. Responding to “Talk”
When any problem behavior is
reported, adults follow a specific response
sequence:
 Reinforce the student for reporting the
problem behavior (i.e. "I'm glad you told
me.").
 Ask who, what, when and where.
 Ensure the student’s safety.
 Is the bullying still happening?

17. Responding to “Talk”
 Is there fear of revenge?
 What does the student need to feel safe?
 What is the severity of the situation?
 "Did you tell the student to stop?" If
yes, praise the student for using an
appropriate response. If no, practice.
 "Did you walk away from the problem
behavior?" If yes, praise student for using
appropriate response. If no, practice.

18. Reinforcing “Stop/Walk/Talk”
 Effective generalization requires the prompt
reinforcement of appropriate behavior the
FIRST time it is attempted.
 Staff should look for students that use the 3-
step response appropriately and reward.
 Students that struggle with problem behavior
(either as victim or perpetrator) are less likely
to attempt new approaches.
 These students need reinforcement for
attempting to implement the strategies.

19. Practice “Stop/Walk/Talk”
Break into groups of four and designate roles.
 Roles are: Perpetrator, Victim, Bystander, &
Teacher.
 Role-play a typical scenario utilizing the
strategies.
 Brainstorm potential pitfalls and solutions.

20. Implementing Bully
Prevention
 Universals must be in place.
 Download Bully Prevention in PBIS
Manual.
 Elementary School Version
 Middle School Version
 Plan to train all staff and students prior
to implementing strategies.

21. PBIS Team Roles
 Takes the lead with implementation.
 Determines a school-wide “stop” signal.
 Develops schedule for student Bully
Prevention training (initial and follow-up).
 Plans ongoing support of supervisors and
teachers.
 Evaluates student outcome data (ODRs).
 Uses an implementation checklist.
 Follows up with faculty.
 Works with the district to maintain efforts.

22. Teacher Role
 Read manual.
 Deliver initial lessons and follow up
lessons.
 Practice with students.
 Report incidents.
 Respond to “Talk” as trained.
 Reinforce appropriate behavior.
 Give feedback to PBIS team.

23. Administrator Role
 Provide leadership for Bully Prevention
Model.
 Read manual.
 Practice with students.
 Check in with students and staff.
 Report incidences.
 Reinforce staff and student behavior!

24. Planning Guide

25. Implementation Checklist

26. Research Support
 Scott Ross of University of Oregon has studied
Bully Prevention at the elementary level.
 Three elementary schools
 Two students at each school with
physical/social aggression at high rates
 All staff taught with the Bully Prevention
in PBIS manual
 All students taught by staff
 All playground personnel received
implementation support

27. Baseline 3.14 Acquisition 1.88 Full BP-PBS Implementation .88 72% Reduction
Rob
School 1
Bruce
Number of Incidents of Bullying Behavior
Cindy
School 2
Scott
Anne
School 3
Ken
20 School Days

28. 28% increase 19% decrease
21 BP-PBS, Scott Ross

29. 22% decrease
21% increase
22 BP-PBS, Scott Ross

30. Summary
 Manual available on wiki.
 Establish school-wide expectations.
 Teach students how to respond to behavior that
is NOT respectful.
 Provide extra review and pre-correction for
students with more extensive need.
 Provide support for staff implementation fidelity.
 Collect and use data to improve implementation
and impact.
 Work with your team to determine next steps.

31. Work Cited
 Beale, A. V., & Scott, P. C. (2001, April). Bullybusters: Using drama to empower students to
take a stand against bullying behavior. Professional School Counseling, 4, 300-305.
 Berthold, K. A., & Hoover, J. H. (2000, January). Correlates of bullying and victimization
among intermediate students in the Midwestern USA . School Psychology
International, 21, 65-78.
 Carney, A. G., & Merrell, K. W. (2001, August). Bullying in schools: Perspectives on
understanding and preventing an international problem. School Psychology
International, 22, 364-382.
 Espelage, D. L., & Swearer, S. M. (2003). Bullying in American Schools A Social-Ecological
Perspective on Prevention and Intervention. Mahwah, NJ: Lawrence Erlbaum Associates.
 Nansel, T. R., Overpeck, M., & Ramani, P. S. (2001, April 16). Bullying behaviors among US
youth: Prevalence and association with psychosocial adjustment . JAMA, 285, 2094-2100.
 Neary, A., & Joseph, S. (1994, January). Peer victimization and its relationship to self-
concept and depression among schoolgirls . Personality and Individual Differences, 16, 183-