Department of Special Education and Communication Disorders
Document Type
Learning Object
Date of this Version
10-2013
Citation
Strategy brief
Building and Sustaining Student Engagement series (October 2013)
Barkley Center, University of Nebraska-Lincoln, Lincoln, Nebraska, United States
Abstract
Conclusion
The effectiveness of these targeted programs are all contingent upon the use of accurate data collection, efficient progress monitoring tools, competent school personnel, ongoing and embedded professional development, and formal coaching and coordination supports (Sugai, Horner, & Algozzine, 2011, p. 3). As stated previously, students who qualify for additional supports should not receive “more of the same” techniques or programs that have proved ineffective for them. Instead, targeted efforts should try to be tailored across the social ecology (e.g., school, family, community) and consider the function of the bullying behaviors (i.e., to receive peer or adult attention, to escape an activity). Even if students are participating in individual counseling or groups to provide education about bullying, Sugai and colleagues (2011) suggests that once the function(s) of bullying have been defined, students should be reminded of behavioral expectations at the beginning of the day, be consistently and actively monitored, receive immediate performance feedback throughout the day, and check out with an adult at the end of the day, if possible. (See Bullying Prevention and Intervention Strategy Brief and Behavior Monitoring Strategy Brief for a more thorough review of the aforementioned bullying prevention programs and monitoring strategies). Overall, effective bullying intervention should expand upon school-wide prevention efforts, and should be reserved for students for whom those prevention efforts have been deemed unsuccessful. In this way, a school’s limited resources can be most efficiently used to provide supports for students who need them most.