Providing a time- and cost-effective framework for responding to moderate problem behavior and preventing the development of more serious difficulties, this book addresses a core need of elementary and middle school practitioners and educators. The Behavior Education Program is designed to help the 10-15% of students who fail to meet schoolwide disciplinary expectations but do not require the highest level of behavior support. No lengthy assessment process is required and groups of up to 30 students can participate, with minimal time and training demands on teachers and staff. Clear guidelines are delineated for conducting this proactive, research-based intervention that incorporates daily behavioral feedback, positive adult attention, and increased home-school collaboration. Presented in a large-size format with lay-flat binding to facilitate photocopying, the volume contains case examples and all needed resources for implementation, including reproducible daily progr

Deanne A. Crone, PhD, is Assistant Professor of School Psychology at the University of Oregon.

Robert H. Horner, PhD, is Professor of Special Education at the University of Oregon and director of Educational Community Supports (ECS), a College of Education research unit.

Leanne S. Hawken, PhD, is Assistant Professor of Special Education at the University of Utah.

Introduction to the Behavior Education Program

1

(5)

What Is the Purpose of the Book?

1

(1)

What Is the BEP?

2

(1)

How Is the BEP Efficient and Cost-Effective?

2

(1)

Why Are Targeted Interventions Like the BEP Necessary?

3

(1)

Which Schools Should Consider Implementing the BEP?

3

(1)

If My School Is Already Implementing a System Like the BEP for At-Risk Students, Will I Still Benefit from Reading This Book?

4

(1)

Resources

4

(2)

Building School-Wide Systems of Positive Behavior Support

4

(1)

Building Individualized Behavior Support

5

(1)

The Context for Positive Behavior Support in Schools

6

(5)

Commitment to Prevention of Problem Behavior

7

(1)

Commitment to Function-Based Positive Behavior Support

8

(1)

Is There Research That Supports the Feasibility and Effectiveness of the BEP?

8

(3)

The Basic BEP: Critical Features and Processes

11

(22)

Defining Features of the BEP

11

(3)

Based on Behavioral Principles

12

(1)

A Brief Tour of BEP Elements

12

(1)

Antecedent Features of the BEP

13

(1)

Referral and BEP Placement Decision

14

(1)

Referral Form

14

(1)

BEP Placement Decision

14

(1)

Basic BEP Cycles

15

(1)

Daily Features

15

(10)

Middle School

16

(5)

Elementary School

21

(4)

Weekly Features

25

(6)

Summarize Weekly Data

25

(1)

Prioritize Students

26

(1)

Make Data-Based Decisions

27

(2)

Award Reinforcers

29

(1)

Discuss New Candidates for the BEP

30

(1)

Assign Tasks

30

(1)

Quarterly Features

31

(1)

Feedback to Teachers and Staff

31

(1)

Troubleshooting Problems with Implementation of the BEP

32

(1)

Identification of Students for the BEP

33

(5)

How Do You Identify Students Who Could Benefit from a Targeted Intervention?

33

(1)

Using Discipline Referral Data: Examples

33

(1)

For Whom Is the BEP Most Appropriate?

34

(2)

How Is the BEP System Integrated into the School's Other Identification Systems?

36

(2)

Getting a BEP System Started

38

(16)

Is My School Committed to Implementing the BEP?

38

(2)

Establishing the BEP System

40

(1)

Personnel Needs

41

(8)

BEP Coordinator

41

(4)

BEP Team

45

(4)

Alternative Models of BEP Leadership

49

(1)

Resources

49

(3)

Time

49

(1)

Budget

50

(1)

Staff and Student Commitment

50

(2)

Training Sessions

52

(2)

Staff

52

(1)

Participating Students and Parents

52

(2)

The Modified BEP: Adaptations and Elaborations

54

(30)

When Is a Modified BEP Appropriate?

54

(1)

Using Functional Behavioral Assessment to Modify the BEP

55

(2)

Behavior Maintained by the Desire to Obtain Something

56

(1)

Escape-Maintained Behavior

56

(1)

Academic-Related Problem Behavior

56

(1)

Modifying the BEP to Fit the Needs of a Wider Variety of Students

57

(4)

Modifying the BEP for Attention-Motivated Behavior

57

(1)

Modifying the BEP for Escape-Motivated Behavior

57

(3)

BEP Plus Academic Supports

60

(1)

Functional Behavioral Assessment (FBA)

61

(18)

Simple FBA

61

(1)

Case Example

62

(1)

Background Information

62

(1)

BEP Plus Academic Supports

62

(3)

BEP Plus Modifications for Attention-Motivated Behavior

65

(3)

BEP Plus Modifications for Escape-Motivated Behavior

68

(11)

BEP Students with an Individualized Education Plan (IEP)

79

(1)

Communication between the BEP and IEP Teams

79

(1)

Removing a Student from the BEP

80

(4)

Using Self-Management to Fade BEP Support

82

(1)

What If the Student Wants to Stay on the BEP System?

83

(1)

Frequently Asked Questions about Implementation of the BEP

84

(7)

What If a Student Does Not Check In in the Morning?

84

(1)

What If a Student Does Not Check Out in the Afternoon?

84

(1)

What If a Student Is Consistently Not Checking In or Checking Out?

85

(1)

What If Several Students Are Not Checking In and Out?

86

(1)

What If the Student Loses His or Her BEP Daily Progress Report?

87

(1)

What If Staff Are Not Implementing the BEP Correctly?

87

(1)

What If Parents or Caregivers Are Not Following Through or Use the BEP as a Punitive System?

88

(1)

What If a Student Is Consistently Participating in the BEP and His or Her Behavior Gets Worse?

89

(2)

Appendices

91

(30)

References

121

(4)

Index

125

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