Research on the predictors of 3 bully status groups (bullies, victims, and bully victims) for school-age children and adolescents was synthesized using meta-analytic procedures. The primary purpose was to determine the relative strength of individual and contextual predictors to identify targets for prevention and intervention. Age and how bullying was measured were also considered as moderators. From an original pool of 1,622 studies conducted since 1970 (when research on bullying increased significantly), 153 studies were identified that met criteria for inclusion. A number of common and unique predictors were found for the bully status groups. The implications of the meta-analytic findings for future research on bullying and victimization prevention and intervention are discussed.

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Predictors of Bullying and Victimization in Childhood and Adolescence: A Meta-analytic Investigation

Positive behavior support (PBS) and functional behavioral assessment (FBA) are two significant concepts of the 1997 amendments to the Individuals with Disabilities Education Act. These two concepts...

/pdf/applying-positive-behavior-support-and-functional-behavioral-5dx0m52ckc.pdf

Applying Positive Behavior Support and Functional Behavioral Assessment in Schools

SUMMARY In response to public requests to improve the purpose and structure of discipline systems, schools have increased their emphases on “school-wide” positive behavior support. The thesis of this paper is that the current problem behavior of students in elementary and middle schools requires a preventive, whole-school approach. The foundation for such an approach lies in the emerging technology of positive behavior support. The features of positive behavior support are defined, and their application to whole-school intervention articulated. Finally, the steps that have been used to implement school-wide positive behavior support in over 500 schools across the nation are described.

The Evolution of Discipline Practices: School-Wide Positive Behavior Supports

Educators and psychologists are concerned about problem behavior. Fortunately, effective interventions and practices have been documented for addressing this problem behavior. However, sustained an...

https://www.icareby.org/sites/www.icareby.org/files/spr352sugai.pdf

A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support.

We report a randomized, wait-list controlled trial assessing the effects of school-wide positive behavior support (SWPBS). An effectiveness analysis was conducted with elementary schools in Hawaii ...

A Randomized, Wait-List Controlled Effectiveness Trial Assessing School-Wide Positive Behavior Support in Elementary Schools.

This article provides a reconceptualization of the role of schools in preventing antisocial behavior problems among children and youth. The U.S. Public Health Service's conceptual model of prevention, involving primary, secondary, and tertiary prevention approaches, is used as an organizing framework to illustrate how schools can deliver interventions more effectively and improve outcomes. Traditional school approaches to coping with students who are at risk and antisocial are reviewed, and the following major topics are addressed: (a) A case is made that schools can play a central, coordinating role in collaboration with families and social service agencies in addressing the challenging problems presented by antisocial students; (b) a generic intervention approach is suggested that involves reducing risk factors for antisocial behavior and enhancing protective factors; (c) a three-level approach to organizing specific interventions for achieving prevention goals and outcomes is described; and (d) recomme...

Diane Bricker

Papers

Integrated Approaches to Preventing Antisocial Behavior Patterns among School-Age Children and Youth.