1

Introduction to the Behavior Education Program

What is the Purpose of the Book?

1

What is the BEP?

2

How Efficient and Cost-Effective is the BEP?

2

Why are Tier II Interventions Like the BEP Necessary?

3

Which Schools should Consider Implementing the BEP?

3

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

4

“Are there Additional Resources to Aid Implementation of the BEP in My School?”

4

2

The Context for Positive Behavior Support in Schools

5

Commitment to Prevention of Problem Behavior

6

Key Features and Examples of Interventions at the Tier II Level

7

Advantages of the BEP as a Tier II Intervention

9

Is there Research that Supports the Feasibility and Effectiveness of the BEP?

10

Resources

11

Building Tier I (Schoolwide) Systems of Behavior Support

11

Building Tier II Systems of Behavior Support

12

Building Tier III Systems of Behavior Support

12

3

The Basic BEP: Critical Features and Processes

14

Defining Features of the BEP

14

Based on Behavioral Principles

15

A Brief Tour of BEP Elements

15

Antecedent Features of the BEP

16

For Whom is the BEP Most Appropriate?

17

Identifying Students for the BEP

18

Examining Existing Student Data

18

Teacher or Parent Referral

20

Systematic Screening for Behavior Problems

20

How is the BEP Intervention Integrated into a School’s Other Identification Systems for Students in Need?

21

Decision Process for BEP Placement

22

Referral Form

22

BEP Placement Decision

22

Gathering Baseline Data and Signing Contracts

24

BEP Implementation

24

Basic BEP Cycles

24

Daily Features of the Basic BEP

26

Middle School

26

Elementary School

31

Weekly or Twice-Monthly Features

34

Summarize Data

34

Prioritize Students

35

Make Data-Based Decisions

35

Award Reinforcers

35

Discuss New Candidates for the BEP

36

Assign Tasks

36

Quarterly Features

37

Feedback to Teachers and Staff

37

Troubleshooting Problems with Implementation of the BEP

38

4

Getting a BEP Intervention Started

39

“Is My School Ready to Implement the BEP?”

39

“How do We Build Schoolwide Commitment to the BEP Intervention?”

41

The BEP Development and Implementation Guide

41

Personnel Considerations

42

Location

42

Reinforcement System

42

Referral System

43

System to Manage Data and Fade Intervention

43

System to Address Training Needs

43

Budget

46

Final Considerations Prior to BEP Implementation

47

5

Roles, Responsibilities, and Training Needs Related to Implementing the BEP   Deanne A. Crone, Leanne S. Hawken, and K. Sandra MacLeod

49

BEP Coordinator

49

Roles and Responsibilities

49

Training

53

Behavior Support Team

59

Roles and Responsibilities

59

Training

60

Administrator

60

Rotes and Responsibilities

60

Teaching Staff

61

Roles and Responsibilities

61

Training

63

Students

67

Roles and Responsibilities

67

Training

68

Parents

69

Roles and Responsibilities

69

Training

69

6

Designing the BEP to Fit Your School

71

Designing a DPR

71

Determining Expectations

71

DPR Rating System

73

Nonclassroom Settings

75

Other Considerations

77

Summary

77

Naming the BEP Intervention and the DPR

78

Developing an Effective Reinforcement System for the BEP

79

Rationale

79

Assessing Reinforcer Preference

80

Reinforcers for Checking in and Checking Out

82

Reinforcers for Meeting Daily Point Coals

83

Who Provides the Reinforceinent?

85

Reinforcement for Teachers

86

Reinforcer Budget

86

Summary

87

7

Measuring Response to the BEP Intervention and Fading

88

Measuring Fidelity of BEP Implementation

88

Measuring Response to the BEP Intervention

89

Daily Progress Reports

89

Other Data to Document Response to the BEP Intervention

90

BEP Acceptability Data

91

Fading Students from the BEP Intervention

92

Determining the Appropriate Time to Fade a Student from the BEP

92

Using Self-Management to Fade BEP Support

93

Increasing Success in Fading BEP Support

94

Graduation and Alumni Parties

95

What if the Student Wants to Stay on the BEP Intervention?

96

Final Consideration for Fading

97

8

The Modified BEP: Adaptations and Elaborations

98

When Does it Make Sense to Use a Modified BEP?

98

Using Functional Behavioral Assessment to Modify the BEP

99

Behavior Maintained by the Desire to Obtain Something

100

Escape-Maintained Behavior

100

Academic-Related Problem Behavior

100

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

101

Modifying the BEP for Adult Attention-Motivated Behavior

101

Modifying the BEP for Peer Attention-Motivated Behavior

101

Modifying the BEP for Escape-Motivated Behavior

102

BEP Plus Academic Supports

104

Functional Behavioral Assessment

105

Simple FBA

105

Case Example

105

BEP Students with an Individualized Education Plan

114

Communication Between the BEP and IEP Teams

123

9

High School Implementation of the BEP   Jessica Swain-Bradway and Robert H. Horner

124

Relevance of BEP Principles for High School Students

125

BEP Plus Academic Supports: Cohesive Support for High School Students

126

Schoolwide Supports, Referral for BEP

126

Social Supports

127

Academic Supports

127

Home Component

128

Student Participation in the High School BEP

128

Target Population for the High School BEP

129

The High School BEP Model

129

Referral and Placement

130

Social and Academic Support: Combined Intervention

131

Evaluation Data from a High School in the Pacific Northwest

143

Contextual Modifications and Implementation

143

Fidelity Evaluation

145

Student Outcomes

146

Summary

149

Acknowledgment

149

10

Adapting the BEP for Preschool Settings   Susan S. Johnston and Leanne S. Hawken

150

Why Consider Implementing the BEP in Preschool Settings?

150

Modifications of the BEP for Preschool Settings

151

Programwide versus Classwide Implementation

152

BEP Coordinator and Team

154

Design of DPR

155

Feedback Sessions

156

Screening Preschool Students for the BEP

156

Case Example

157

11

Cultural Considerations and Adaptations for the BEP   Joan Schumann and Jason J. Burrow-Sanchez

162

Core Components of Cultural Competence

162

Knowing Your Cultural Background

163

Knowing the Cultural Backgrounds of Your Students

163

Implementing Culturally Appropriate Interventions

164

The Behavior Support Team: Acknowledging Our Cultural Representation

165

What are My Values?

168

Where do My Values Come From?

169

The Behavior Support Team: Understanding the Cultural Backgrounds of Our Students

170

Example 1: Ms. Ramirez

170

Example 2: Mr. Farrer

171

Example 3: Mrs. Wong

171

Cultural Considerations for BEP Preimplementation

172

The BEP Coordinator: Awareness of Cultural Competency?

172

The Referral Process

173

Home-School Communication Component

173

Reinforcement System: Is it Reinforcing for Students?

174

Cultural Considerations for BEP Implementation

175

Check-In and Check-Out

175

Behavior Expectations and Teacher Feedback

176

Data-Based Decision Making: How will We Know if it is Culturally Appropriate?

177

Troubleshooting

179

Conclusion

180

12

Frequently Asked Questions and Troubleshooting the BEP Implementation

181

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

181

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

181

How do Students Check Out and Still Get to the Bus on Time?

182

What if a Student is Consistently Not Checking in or Cheeking Out?

182

What if Several Students are Not Checking in and Checking Out?

183

What if Students Who do Not Need the BEP Want to be on it in Order to Earn Reinforcers and Receive Adult Attention?

184

Since the BEP is an Intervention for Students at Risk, should Students Already Identified as Having a Disability be Included in the Intervention?

185

How Many Students can One BEP Coordinator Support? Can there be More than One BEP Coordinator?

186

What if the Student Loses His or Her DPR?

186

What Happens When a Student Gets an ODR in an Unstructured Setting and it is Not Reflected on the DPR?

187

How do Cheek-In and Check-Out Occur with Multiple Students? How Does Each Student get One-On-One Attention?

187

What if Staff are Not Implementing the BEP Correctly?

188

How do We Know if Teachers are Giving Constructive Feedback at Appropriate Times?

189

What if Parents or Caregivers are Not Following Through, or Use the BEP as a Punitive System?

189

What if a Student is Consistently Participating in the BEP, and His or Her Behavior Gets Worse?

190

Final Comments on BEP Implementation

190

Appendices

193

References

236

Index

240