# Recognize, Respond, Report

## Preventing and Addressing  
**Bullying of Students with Special Needs**  
by  
**Lori Ernsperger, Ph.D., BCBA-D**  
Baltimore · London · Sydney

## Contents
- About the Appendixes..... ix
- About the Author..... x
- Acknowledgments..... xi
- Foreword Dorothy Espelage ..... xii
- Preface..... xv
- Overview of the Book..... xvi
- Part I: Recognize Bullying and Disability-Based Harassment in Schools..... xvi
- Part II: Respond to Bullying and Disability-Based Harassment in Schools..... xvi
- Part III: Report Bullying and Disability-Based Harassment in Schools..... xvii
- Resources and Special Features..... xvii

## Resources and Special Features

### 2 Types of Bullying..... 15
### Cyberbullying ..... 17
### Bully-Victim Dynamic ..... 17  
### Staff Mistreatment of Students with Disabilities ..... 19
### Implementation Checklist..... 22

### 3 The Impact of Bullying and the School Response ..... 23
- Impact on Academic Achievement ..... 26
- Impact of Parental Involvement..... 28
- Impact on School Safety ..... 29

### Impact of Zero Tolerance Policies..... 30
### Implementation Checklist..... 33

## Part II Respond
### 4 Research-Based Interventions to Prevent Bullying in Schools ..... 37
- Nine Core Components for Preventing and Responding to Bullying and Disability-Based Harassment ..... 38
- Multitiered Framework ..... 42
- District- and Schoolwide Interventions ..... 44
- Creating a Positive School Climate ..... 46
- Social-Emotional Learning ..... 49
- School Safety Teams ..... 51
- Parental Involvement ..... 53
- Parent Training ..... 57
- Staff Training ..... 58
- Staff Training Methods ..... 63
- Additional District- and Schoolwide Interventions ..... 64
- Implementation Checklist ..... 69

### 5 Classroom-Level Interventions ..... 71
- The Role of the Teacher ..... 72
- Positive Learning Environment ..... 72
- Social-Emotional Learning ..... 77
- Teaching Bullying Prevention Skills ..... 81
- Class Meetings ..... 86
- Implementation Checklist ..... 88

### 6 Individual-Level Interventions ..... 89

### 7 Results-Driven Accountability ..... I17
- Assessment Data ..... I19
- School Surveys..... I20
- Focus Groups..... I26
- Implementation Checklist..... I27

## Part III Report
### 8 Bullying and Harassment Reports and Investigation Procedures ..... 129
- The Bullying and Harassment Report Form ..... 130
- Investigating an Incident of Bullying or Harassment ..... 134
- Investigating and Determining Disability-Based Harassment ..... 136
- Scenario 1: Bullying ..... 136
- Scenario 2: Bullying and a Denial of a Free Appropriate Public Education (FAPE) ..... 137
- Scenario 3: Disability-Based Harassment and Denial of a Free Appropriate Public Education ..... 137
- Action Steps for Investigation ..... 139
- Implementation Checklist ..... 146

### 9 Sustainable Programs for Reducing Bullying and Harassment ..... 147
- Data Analysis to Drive Improved Outcomes ..... 147
- Yearly Report and Transparency ..... 151
- Sustainable Bullying and Harassment Prevention Programs ..... 153
- Accountability Standards ..... 155
- Sustainability Standards

## About the Author
**Dr. Lori Ernsperger** is an international speaker, author, and Board Certified Behavior Analyst (BCBA-D) from Henderson, Nevada, where she is the executive director of Behavioral Training Resource Center, LLC. Dr. Ernsperger received her doctorate in special education from Indiana University. She has more than 30 years of experience working in public schools. Dr. Ernsperger currently provides professional development to school district personnel focusing on bridging the gap between research and everyday practice in the classroom.

### Prevalence and Definition of Bullying and Disability-Based Harassment
Bullying was once a silent epidemic endured by millions of children daily. The attitude 'kids will be kids' was considered just a part of normal childhood development. Most school professionals do not recognize the severe implications of bullying, its long-term impact on childhood victims, and its overall negative impact on the school environment and student achievement.

- The U.S. Department of Education estimates that 28% of all middle school students are bullied.
- The Centers for Disease Control and Prevention indicates that approximately 20% of students report being bullied across various grade levels (Eaton et al., 2011).
- The National Crime Victimization Survey (2011) states that 27% of boys reported being bullied, whereas 30% of girls reported being bullied, dispelling the myth that only boys are bullies.
- The National Center for Education Statistics’ 'Indicators of School Crime and Safety' (2008) indicates that 24% of elementary and secondary students are bullied weekly, with 7% of students bullied every day.

## Implementation Checklist
| Can you...? | Yes |
| --- | --- |
| Review and articulate the prevalence of bullying | ☐ |
| Identify the impact of bullying on students with disabilities | ☐ |
| Memorize the keywords and common language to define bullying | ☐ |
| Differentiate between bullying and normal childhood conflict | ☐ |
| Label the three federal laws that protect students with disabilities | ☐ |
| Indicate the four-prong criteria for disability-based harassment | ☐ |
| List the legal ramifications of harassment in schools | ☐ |