Document Type

Article

Journal/Book Title/Conference

Journal of Applied Behavior Analysis

Volume

42

Issue

4

Publisher

Society for the Experimental Analysis of Behavior

Publication Date

Winter 2009

First Page

747

Last Page

759

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.

Comments

Originally published by the Society for the Experimental Analysis of Behavior (SEAB) in the Journal of Applied Behavior Analysis.

The publishers version can be found via link below:

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2791686/

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