Date of Award:


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Educational Specialist (EdS)




Donna Gilbertson


Research has demonstrated the effectiveness of bullying interventions targeted at bystanders; however, a fluency component has not been used in any studies to teach these skills. The present study investigated the inclusion of fluency training to teach and enhance skills that can be used when responding and defending the victim in fourth- and fifth-grade students (N=55 and N=53, respectively). All students participated in a modified version of the Bully Prevention in Positive Behavior Support for Elementary School program and filled out pre- and postrating scales to determine participant roles related to bullying. An experimental group also participated in fluency training sessions to teach bystander skills. Results showed that there was a significant interaction between group and time showing more growth on correct responses per minute (CRPM) for the experimental fluency group than the control group on bystander skills fluency task. Additionally, results showed that defender role scores significantly increased for the fluency group at post but not for the control group. There were no significant differences for the reinforcer or outsider role scores. Implications of these findings for school-based practice and research are discussed.



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