Responding to Problem Behavior in Schools The Behavior Education Program,9781572309401

Responding to Problem Behavior in Schools The Behavior Education Program

by ; ;
Edition: 1st
ISBN13: 9781572309401
ISBN10: 1572309407
Format: Paperback
Pub. Date: 2003-11-20
Publisher(s): GUILFORD PUBLICATIONS
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Summary

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

Author Biography

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.

Table of Contents

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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