Bully Prevention in Positive Behavior Support

Scott W. Ross; Robert H. Horner; Thomas Higbee

doi:10.1901/jaba.2009.42-747

Bully Prevention in Positive Behavior Support

Scott W. Ross, Robert H. Horner, Thomas Higbee

Research output: Contribution to journal › Article › peer-review

Abstract

Bullying behaviors are a growing concern in U.S. schools. We present here a behavioral approach to bully prevention utilizing a schoolwide intervention. Bully prevention in positive behavior support (BP-PBS) teaches students to withhold the social rewards hypothesized to maintain bullying. A single-subject multiple baseline design across 6 students and three elementary schools was implemented in an empirical evaluation of the intervention's effectiveness. Results indicated that implementation was functionally related to decreased incidents of bullying for all 6 students observed. In addition, we observed a decrease in the social responses from victims and bystanders. Finally, school staff implemented the program with a high degree of fidelity and rated the program as effective and efficient. Limitations and implications of these results are discussed.

Original language	American English
Journal	Journal of Applied Behavior Analysis
Volume	42
DOIs	https://doi.org/10.1901/jaba.2009.42-747
State	Published - 2009
Externally published	Yes

Disciplines

Education
Social and Behavioral Sciences

Access to Document

10.1901/jaba.2009.42-747License: Unspecified

Cite this

@article{f40d86c15cc849cc8de0ff990e541841,

title = "Bully Prevention in Positive Behavior Support",

abstract = " Bullying behaviors are a growing concern in U.S. schools. We present here a behavioral approach to bully prevention utilizing a schoolwide intervention. Bully prevention in positive behavior support (BP-PBS) teaches students to withhold the social rewards hypothesized to maintain bullying. A single-subject multiple baseline design across 6 students and three elementary schools was implemented in an empirical evaluation of the intervention's effectiveness. Results indicated that implementation was functionally related to decreased incidents of bullying for all 6 students observed. In addition, we observed a decrease in the social responses from victims and bystanders. Finally, school staff implemented the program with a high degree of fidelity and rated the program as effective and efficient. Limitations and implications of these results are discussed.",

author = "Ross, {Scott W.} and Horner, {Robert H.} and Thomas Higbee",

year = "2009",

doi = "10.1901/jaba.2009.42-747",

language = "American English",

volume = "42",

journal = "Journal of Applied Behavior Analysis",

}

TY - JOUR

T1 - Bully Prevention in Positive Behavior Support

AU - Ross, Scott W.

AU - Horner, Robert H.

AU - Higbee, Thomas

PY - 2009

Y1 - 2009

N2 - Bullying behaviors are a growing concern in U.S. schools. We present here a behavioral approach to bully prevention utilizing a schoolwide intervention. Bully prevention in positive behavior support (BP-PBS) teaches students to withhold the social rewards hypothesized to maintain bullying. A single-subject multiple baseline design across 6 students and three elementary schools was implemented in an empirical evaluation of the intervention's effectiveness. Results indicated that implementation was functionally related to decreased incidents of bullying for all 6 students observed. In addition, we observed a decrease in the social responses from victims and bystanders. Finally, school staff implemented the program with a high degree of fidelity and rated the program as effective and efficient. Limitations and implications of these results are discussed.

AB - Bullying behaviors are a growing concern in U.S. schools. We present here a behavioral approach to bully prevention utilizing a schoolwide intervention. Bully prevention in positive behavior support (BP-PBS) teaches students to withhold the social rewards hypothesized to maintain bullying. A single-subject multiple baseline design across 6 students and three elementary schools was implemented in an empirical evaluation of the intervention's effectiveness. Results indicated that implementation was functionally related to decreased incidents of bullying for all 6 students observed. In addition, we observed a decrease in the social responses from victims and bystanders. Finally, school staff implemented the program with a high degree of fidelity and rated the program as effective and efficient. Limitations and implications of these results are discussed.

UR - https://doi.org/10.1901/jaba.2009.42-747

U2 - 10.1901/jaba.2009.42-747

DO - 10.1901/jaba.2009.42-747

M3 - Article

VL - 42

JO - Journal of Applied Behavior Analysis

JF - Journal of Applied Behavior Analysis

ER -

Bully Prevention in Positive Behavior Support

Abstract

Disciplines

Access to Document

Other files and links

Cite this