Responding to Problem Behavior in Schools

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 Program

2. The Context for Positive Behavior Support in Schools

3. The Basic BEP: Critical Features and Processes

4. Getting a BEP Intervention Started

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

6. Designing the BEP to Fit Your School

7. Measuring Response to the BEP Intervention and Fading

8. The Modified BEP: Adaptations and Elaborations

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

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

11. Cultural Considerations and Adaptations for the BEP, Joan Schumann and Jason J. Burrow-Sánchez

12. Frequently Asked Questions and Troubleshooting the BEP Implementation

Appendices:

Appendix A.1. List of Acronyms and Definitions

Appendix B.1. Working Smarter Not Harder Organizer

Appendix B.2. Request for Assistance Form

Appendix B.3. Parental Permission Form

Appendix B.4. Daily Progress Report—Middle School, Example 1

Appendix B.5. Daily Progress Report—Middle School, Example 2

Appendix B.6. Thumbs Up! Ticket

Appendix B.7. Daily Progress Report—Elementary School, Example 1

Appendix B.8. Daily Progress Report—Elementary School, Example 2

Appendix C.1. BEP Implementation Readiness Questionnaire

Appendix C.2. Voting Form for Implementing the BEP Intervention

Appendix C.3. BEP Development and Implementation Guide

Appendix D.1. BEP Check-In, Check-Out Form—Elementary School

Appendix D.2. BEP Check-In, Check-Out Form—Middle/High School

Appendix E.1. Reinforcer Checklist

Appendix F.1. BEP Fidelity of Implementation Measure (BEP-FIM)

Appendix F.2. BEP Acceptability Questionnaire—Teacher Version

Appendix F.3. BEP Acceptability Questionnaire—Student Version

Appendix F.4. BEP Acceptability Questionnaire—Parent Version

Appendix G.1. BEP Contract

Appendix G.2. BEP Support Plan

Appendix 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 Form

Appendix H.2. High School Daily Plan Agenda

Appendix H.3. Reinforcer Checklist for High School BEP