Responding to Problem Behavior in Schools, Second Edition (eBook)

Deanne A. Crone, PhD, is Research Associate at the Center on Teaching and Learning at the University of Oregon. She has directed several research and training grants addressing behavior disorders, positive behavior support, and functional behavioral assessment. Dr. Crone has conducted extensive training in functional behavioral assessment and positive behavior support with teachers, paraprofessionals, principals, and directors of special education.Leanne S. Hawken, PhD, BCBA, is Professor in the Department of Special Education at the University of Utah. She is a recipient of the College of Education Research Award from the University of Utah. Her research focuses on positive behavior support, including schoolwide behavior support, targeted interventions for students at risk, and functional assessment/behavior support planning for students engaging in severe problem behavior. She frequently leads presentations and workshops on Check-In, Check-Out and positive behavior interventions and supports. In addition to over 20 book chapters and journal articles, she is coauthor of Building Positive Behavior Support Systems in Schools, Second Edition; Responding to Problem Behavior in Schools, Second Edition; and the training DVD Check-In, Check-Out, Second Edition: A Tier 2 Intervention for Students at Risk. Robert H. Horner, PhD, is Professor of Special Education at the University of Oregon. He codirects several major research and technical assistance projects addressing positive behavior support. Dr. Horner also has coauthored research assessing the Behavior Education Program approach to behavior support.

1. Introduction to the Behavior Education Program2. The Context for Positive Behavior Support in Schools3. The Basic BEP: Critical Features and Processes4. Getting a BEP Intervention Started5. Roles, Responsibilities, and Training Needs Related to Implementing the BEP, Deanne A. Crone, Leanne S. Hawken, and K. Sandra MacLeod6. Designing the BEP to Fit Your School7. Measuring Response to the BEP Intervention and Fading8. The Modified BEP: Adaptations and Elaborations9. High School Implementation of the BEP, Jessica Swain-Bradway and Robert H. Horner10. Adapting the BEP for Preschool Settings, Susan S. Johnston and Leanne S. Hawken11. Cultural Considerations and Adaptations for the BEP, Joan Schumann and Jason J. Burrow-Sánchez12. Frequently Asked Questions and Troubleshooting the BEP ImplementationAppendices:Appendix A.1. List of Acronyms and DefinitionsAppendix B.1. Working Smarter Not Harder OrganizerAppendix B.2. Request for Assistance FormAppendix B.3. Parental Permission FormAppendix B.4. Daily Progress Report—Middle School, Example 1Appendix B.5. Daily Progress Report—Middle School, Example 2Appendix B.6. Thumbs Up! TicketAppendix B.7. Daily Progress Report—Elementary School, Example 1Appendix B.8. Daily Progress Report—Elementary School, Example 2Appendix C.1. BEP Implementation Readiness QuestionnaireAppendix C.2. Voting Form for Implementing the BEP InterventionAppendix C.3. BEP Development and Implementation GuideAppendix D.1. BEP Check-In, Check-Out Form—Elementary SchoolAppendix D.2. BEP Check-In, Check-Out Form—Middle/High SchoolAppendix E.1. Reinforcer ChecklistAppendix F.1. BEP Fidelity of Implementation Measure (BEP-FIM)Appendix F.2. BEP Acceptability Questionnaire—Teacher VersionAppendix F.3. BEP Acceptability Questionnaire—Student VersionAppendix F.4. BEP Acceptability Questionnaire—Parent VersionAppendix G.1. BEP ContractAppendix G.2. BEP Support PlanAppendix G.3. Functional Behavioral Assessment—Behavior Support Plan Protocol (F-BSP Protocol)Appendix G.4. Functional Assessment Checklist for Teachers and Staff (FACTS)Appendix H.1. High School BEP Referral FormAppendix H.2. High School Daily Plan AgendaAppendix H.3. Reinforcer Checklist for High School BEP