Preventing Severe Problem Behavior: Preventing Severe Problem Behavior: Implementing a Behavior Education Implementing a Behavior Education Program Within a School-Wide System Program Within a School-Wide System of Behavior Supportof Behavior Support

Susan BarrettSusan Barrett

www.pbismaryland.orgwww.pbismaryland.org

sbarrett@pbismaryland.orgsbarrett@pbismaryland.org

AcknowledgementsAcknowledgements

Rob Horner, Leanne Hawken, Rob MarchRob Horner, Leanne Hawken, Rob MarchFern Ridge Middle SchoolFern Ridge Middle SchoolClear Lake ElementaryClear Lake ElementaryBohemia ElementaryBohemia ElementaryKennedy Middle SchoolKennedy Middle SchoolEffective Behavior Support Team- University of Effective Behavior Support Team- University of OregonOregon

This project was supported by Grant No. H324B000075, a Student Initiated Project, This project was supported by Grant No. H324B000075, a Student Initiated Project, funded by the U.S. Department of Education, Office of Special Education Programs. funded by the U.S. Department of Education, Office of Special Education Programs. Opinions expressed herein do not necessarily reflect the position of the U.S. Department Opinions expressed herein do not necessarily reflect the position of the U.S. Department of Education and such endorsements should not be inferred. of Education and such endorsements should not be inferred.

OverviewOverview

Behavioral Support Challenges in SchoolsBehavioral Support Challenges in Schools Overview & Essential Features of Targeted InterventionsOverview & Essential Features of Targeted Interventions Targeted Intervention Example: Behavior Education Targeted Intervention Example: Behavior Education

Program (BEP)Program (BEP) For Whom is the BEP Appropriate?For Whom is the BEP Appropriate? Using FBA procedures to Enhance BEP EffectivenessUsing FBA procedures to Enhance BEP Effectiveness School Readiness, Resources, & Team ProcessSchool Readiness, Resources, & Team Process Research Examining Effectiveness of BEPResearch Examining Effectiveness of BEP

ChallengesChallenges

Doing more with lessDoing more with less

Educating increasing numbers of Educating increasing numbers of

students who are more students who are more different different than than

similar from each othersimilar from each other

Educating students with severe Educating students with severe

problem behaviorproblem behavior

Response to Problem BehaviorResponse to Problem Behavior

Focus on prevention Focus on prevention

– Implement a continuum of Implement a continuum of

behavior supportbehavior support

Work smarter, not harderWork smarter, not harder

Teach, monitor and reward Teach, monitor and reward

before punishmentbefore punishment

Implementing a Continuum of Implementing a Continuum of Behavior SupportBehavior Support

80-85% of students will be supported by 80-85% of students will be supported by

preventative school-wide procedures & classroom preventative school-wide procedures & classroom

management plans management plans

15-20% of students will need more support15-20% of students will need more support

IDEA 1997IDEA 1997 - Increased focus on Functional - Increased focus on Functional

Behavioral Assessment (FBA) & Behavior Support Behavioral Assessment (FBA) & Behavior Support

Planning (BSP)Planning (BSP)

– Implement FBA-BSP with students with disabilities at-risk Implement FBA-BSP with students with disabilities at-risk

for change in placement for change in placement

1-5%

5-15 %

80-85%

Intensive, Individual Interventions•Individual Students•Assessment-based•Time & resource intensive

Targeted Group Interventions•Some students (at-risk)•Rapid response•Similar procedures across students

Universal Interventions•All settings, all students•Preventive, proactive•Ex. School-Wide Behavior Support

Continuum of Effective Behavior Support

Functional Behavioral Assessment & Functional Behavioral Assessment & Behavior Support PlanningBehavior Support Planning

FBA-BSP ResearchFBA-BSP Research– Dramatic reductions in problem behavior and Dramatic reductions in problem behavior and

increases in prosocial behaviorincreases in prosocial behavior (e.g., Broussard & Northup (e.g., Broussard & Northup 1997; Chandler, Dahlquist, Repp & Feltz, 1999; See Lane, Umbreit, & Beebe-1997; Chandler, Dahlquist, Repp & Feltz, 1999; See Lane, Umbreit, & Beebe-Frankenberger, 1999 for review) Frankenberger, 1999 for review)

Full FBA-BSPFull FBA-BSP– Includes interviews & observationsIncludes interviews & observations– Time intensiveTime intensive

10-23 consultant time 10-23 consultant time perper student- student- (Schill, Kratochwill, & Elliott, (Schill, Kratochwill, & Elliott, 1998)1998)

– More than is needed for some studentsMore than is needed for some students

Behavior Support ChallengesBehavior Support Challenges

Resources (time & money) in schools Resources (time & money) in schools are scarceare scarce

Match level of support to level of Match level of support to level of challengechallenge

Need an Need an efficient efficient and and effectiveeffective intermediate level intervention intermediate level intervention system that system that targets targets students at-risk students at-risk but not currently engaging in severe but not currently engaging in severe problem behavior problem behavior

The Response: The Response: Targeted InterventionsTargeted Interventions

““Targets” groups of students (>10) who:Targets” groups of students (>10) who: fail to respond to school-wide and classroom expectationsfail to respond to school-wide and classroom expectationsare not currently engaging in dangerous or extremely are not currently engaging in dangerous or extremely

disruptive behaviordisruptive behavior EfficientEfficient - Similar set of behavioral strategies are used - Similar set of behavioral strategies are used

across a group of students needing similar levels of across a group of students needing similar levels of supportsupport

EffectiveEffective – Decreasing problem behavior in classroom, – Decreasing problem behavior in classroom, increasing academic engagement, & decreasing office increasing academic engagement, & decreasing office discipline referralsdiscipline referrals ( Crone, Horner, & Hawken, in press; Hawken & Horner, in ( Crone, Horner, & Hawken, in press; Hawken & Horner, in

press; March & Horner, 2002)press; March & Horner, 2002)

Things to Consider First…Things to Consider First…

Establishment of a Universal System Establishment of a Universal System (School-Wide) Does Not Guarantee (School-Wide) Does Not Guarantee Individual Teachers are Individual Teachers are Implementing with High IntegrityImplementing with High Integrity

Students Who Appear “At-Risk” May Students Who Appear “At-Risk” May Benefit More When Teacher Improves Benefit More When Teacher Improves Skills in Behavior Management Then Skills in Behavior Management Then Participate in Targeted InterventionsParticipate in Targeted Interventions

Is It Really Resistance For Is It Really Resistance For Intervention?Intervention?

Before Implementing a Secondary Before Implementing a Secondary Intervention, You Must Ask:Intervention, You Must Ask:

Is the Student Receiving Is the Student Receiving an Adequate “DOSE” of the an Adequate “DOSE” of the Universal Intervention?Universal Intervention?

Components often overlooked:Components often overlooked:

Positive Parent ContactPositive Parent Contact Random Reinforcement StrategiesRandom Reinforcement Strategies Positive Public PostingPositive Public Posting Continuous Behavioral Feedback for Continuous Behavioral Feedback for

StudentsStudents Data on Positive ReinforcementData on Positive Reinforcement Other Enhancements…Other Enhancements…

Tracking the PositiveTracking the Positive

Analysis of number of positive Analysis of number of positive behavior tickets to discipline tickets behavior tickets to discipline tickets to insure maintenance of at least 4:1 to insure maintenance of at least 4:1 ratioratio

Analysis of number of positive Analysis of number of positive behavior tickets by group (e.g., at-behavior tickets by group (e.g., at-risk & high risk groups)risk & high risk groups)

Analysis of number of positive Analysis of number of positive behavior tickets by teacherbehavior tickets by teacher

Keep a Positive RatioKeep a Positive Ratio

0100200300400500600700

800900

1000

Sept. Oct. Nov. Dec. Jan. Feb. Mar Apr

Tiger Bucks

ODRs

Example of a Targeted InterventionExample of a Targeted Intervention

BehaviorBehavior

Education Program Education Program

(BEP)(BEP)

Behavior Education Program (BEP)Behavior Education Program (BEP)Features:Features: Students identified and receive support within a Students identified and receive support within a

weekweek Check-in and check-out daily with an adult at Check-in and check-out daily with an adult at

schoolschool Regular feedback and reinforcement from Regular feedback and reinforcement from

teachersteachers Family componentFamily component Daily performance data used to evaluate progressDaily performance data used to evaluate progress

Student Recommended for BEP

BEP Implemented

ParentFeedback

Regular Teacher Feedback

AfternoonCheck-out

Morning Check-in

BEP CoordinatorSummarizes Data

For Decision Making

Weekly BEP Meetingto Assess Student

Progress

Exit Program

ReviseProgram

Daily Progress ReportDaily Progress Report

Goals 1/ 5 2/ 6 3/ 7 HR 4/ 8

Be respectful

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be responsible

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Keep Hand & Feet to Self

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Follow Directions

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

Be There – Be Ready

2 1 0

2 1 0

2 1 0

2 1 0

2 1 0

TOTAL POINTS

BEP Process (cont.)BEP Process (cont.)

Weekly or Bi-weekly Principal Weekly or Bi-weekly Principal RecognitionRecognition– BEP coupon with graph attachedBEP coupon with graph attached

Data shared with all staff at least Data shared with all staff at least quarterlyquarterly

9-Week graph sent to parents9-Week graph sent to parents

Point SheetName:Date:

Morning Work Reading Math Afternoon

Keep my hands, Keep my hands, feet, body and feet, body and objects to objects to myself.myself.

3 2 3 2 11

3 2 3 2 11

3 2 3 2 11

3 2 13 2 1

Say nice things Say nice things or no things to or no things to other people.other people.

3 2 3 2 11

3 2 3 2 11

3 2 3 2 11

3 2 13 2 1

Follow adult Follow adult directs the first directs the first time.time.

3 2 3 2 11

3 2 3 2 11

3 2 3 2 11

3 2 13 2 1

Goal met?

= 2 points

= 1 point

= 0 points

POINT SHEET

Name:__________________

Date:______________

Points received________________Points possible________________Daily goal reached? YES NO

GOALS Morning Reading Math Afternoon

Keep my hands, feet, body, and objects to myself.

Say nice things or no things to other people.

Follow adult directions the first time.

Critical Features of BEPCritical Features of BEP Intervention is continuously availableIntervention is continuously available Rapid access to intervention (72 hr)Rapid access to intervention (72 hr) Very low effort by teachersVery low effort by teachers Positive System of SupportPositive System of Support

– Students agree to participateStudents agree to participate Implemented by all staff/faculty in a schoolImplemented by all staff/faculty in a school Flexible intervention based on assessmentFlexible intervention based on assessment

– Functional AssessmentFunctional Assessment Adequate resources allocated (admin, team)Adequate resources allocated (admin, team)

– weekly meeting, plus 10 hours a weekweekly meeting, plus 10 hours a week Continuous monitoring for decision-makingContinuous monitoring for decision-making

Why does the BEP work?Why does the BEP work?

Improved structureImproved structure Prompts throughout the day for correct behaviorPrompts throughout the day for correct behavior System for linking student with at least one adultSystem for linking student with at least one adult

Increase in contingent feedbackIncrease in contingent feedback Feedback occurs more often and is tied to student Feedback occurs more often and is tied to student

behaviorbehavior Inappropriate behavior is less likely to be rewardedInappropriate behavior is less likely to be rewarded

Elevated reward for appropriate behaviorElevated reward for appropriate behavior Adult and peer attentionAdult and peer attention

Linking school and home supportLinking school and home support Organized to morph into a self-management Organized to morph into a self-management

systemsystem

Designing Daily Progress ReportsDesigning Daily Progress Reports Determine behavioral expectationsDetermine behavioral expectations

– School-wide expectationsSchool-wide expectations– Academic vs. behavioral expectationsAcademic vs. behavioral expectations

Expectations stated positivelyExpectations stated positively Range of scores vs. dichotomous scoringRange of scores vs. dichotomous scoring

– Rating scales should be age appropriateRating scales should be age appropriate

Teacher friendlyTeacher friendly– circling versus writing & place for teacher initialscircling versus writing & place for teacher initials– consistent expectations versus individual expectationsconsistent expectations versus individual expectations

Data easy to summarize and determine if goal is metData easy to summarize and determine if goal is met

KENNEDY CARD

Name _____________________________________________________

Materials

To Class

Worked and Let Others Work

Follow Directions the First

Time

Teacher Parent

21

No

21

No

21

No

Assignments:

Wow,

21

No

21

No

21

No

Assignments:

Wow,

21

No

21

No

21

No

Assignments:

Wow,

21

No

21

No

21

No

Assignments:

Wow,

21

No

21

No

21

No

Assignments:

Wow,

21

No

21

No

21

No

Assignments:

Wow,

= _____ Goal = 36

BEP Check-in/Check-Out Record

Date:__________________ BEP Coordinator:_________________

Check-In Check-Out

Student NameStudent Name

PaperPaper PencilPencil NotebookNotebook BEP BEP parent parent copycopy

BEP ScoreBEP Score

JasonJason √√ √√ √√ √√ 9090

LeanneLeanne √√ √√ 8585JuanJuan √√ √√ √√ √√ 6060

KiranKiran √√ √√ 100100

AlexaAlexa √√ √√ √√ √√ 9595

JaceyJacey √√ √√ √√ 9090

Tracking Student BEP ProgressTracking Student BEP Progress

(number = % of total daily points)(number = % of total daily points)

DateDate JasonJason LeanneLeanne JuanJuan KiranKiran AlexaAlexa

1/16/031/16/03 8585 9595 100100 8080 6565

1/17/031/17/03 100100 100100 100100 7575 7777

1/18/031/18/03 7777 00 100100 8585 6363

1/19/031/19/03 4545 7575 9595 9292 8585

1/20/031/20/03 8888 8989 7777 8989 9090

1/23/031/23/03 7979 00 100100 9595 9595

1/24/031/24/03 9595 6767 8585 100100 7878

0

20

40

60

80

100

Perc

enta

ge o

f P

oin

ts

03/07 03/08 03/09 03/12 03/13 03/14Date

Ryan's BEP Performance

2000-2001

Daily Data Used for Decision MakingDaily Data Used for Decision Making

Daily Data Used for Decision MakingDaily Data Used for Decision Making

20

40

60

80

100

Perc

enta

ge o

f P

oin

ts

02/05 02/08 02/13 02/20 02/23

Date

Rachelle's BEP Performance

2000-2001

Frequently Asked Questions Frequently Asked Questions Regarding BEP Implementation Regarding BEP Implementation

What if the student does not check-in in the What if the student does not check-in in the morning?morning?

What if the student is not checking-out in the What if the student is not checking-out in the afternoon? afternoon?

What if a student is What if a student is consistentlyconsistently not checking in not checking in and/or checking out?and/or checking out?

What if the student loses his/her BEP Card?What if the student loses his/her BEP Card? What if the student is consistently participating in What if the student is consistently participating in

the BEP and his/her behavior gets worse?the BEP and his/her behavior gets worse?

How is BEP Different Than Other How is BEP Different Than Other “Behavior Card” Interventions“Behavior Card” Interventions

A Targeted Intervention Implemented Within a School-Wide A Targeted Intervention Implemented Within a School-Wide System of Behavior SupportSystem of Behavior Support– Behavior Cards typically classroom interventionsBehavior Cards typically classroom interventions

Implemented in all settings, throughout the school Implemented in all settings, throughout the school dayday

All teachers and staff are trainedAll teachers and staff are trained Students identified Students identified proactivelyproactively & receive support & receive support

quicklyquickly Team uses data for decision making to determine Team uses data for decision making to determine

progressprogress

What’s in a Name?What’s in a Name?

Behavior Education ProgramBehavior Education Program– Daily Progress ReportDaily Progress Report

Kennedy Card ProgramKennedy Card Program– Kennedy CardKennedy Card

Hello, Update, & Goodbye (HUG program)Hello, Update, & Goodbye (HUG program)– Hug CardHug Card

Check and ConnectCheck and Connect

*Caution with Using “Behavior Card” or *Caution with Using “Behavior Card” or “Behavior Plan”“Behavior Plan”

Activity:Activity: Designing Daily Progress Reports (DPR) for Designing Daily Progress Reports (DPR) for

your schoolyour school

Questions to think about:Questions to think about:– What will the behavioral expectations beWhat will the behavioral expectations be

Consistent with school-wide expectations?Consistent with school-wide expectations?

– Consistent across students or individualized?Consistent across students or individualized?– Expectations positively stated?Expectations positively stated?– Is the DPR teacher friendly?Is the DPR teacher friendly?– Age appropriate and include a range of Age appropriate and include a range of

scores?scores?– Data easy to summarize?Data easy to summarize?

For Whom is the BEP Appropriate?For Whom is the BEP Appropriate?

APPROPRIATEAPPROPRIATE– Low-level problem Low-level problem

behavior (not severe)behavior (not severe)– 3-7 referrals3-7 referrals– Behavior occurs across Behavior occurs across

multiple locationsmultiple locations– ExamplesExamples

• talking outtalking out

• minor disruptionminor disruption

• work completionwork completion

INAPPROPRIATEINAPPROPRIATE– Serious or violent behaviors/ Serious or violent behaviors/

infractionsinfractions– Extreme chronic behavior Extreme chronic behavior

(8-10+ referrals)(8-10+ referrals)– Require more individualized Require more individualized

supportsupport• Functional Assessment Functional Assessment • Wrap Around ServicesWrap Around Services

How to identify students for BEPHow to identify students for BEP Summarize Office Discipline Referral dataSummarize Office Discipline Referral data

– School-Wide Information System (SWIS) School-Wide Information System (SWIS) www.swis.org/www.swis.org/

– Discipline Tracker Discipline Tracker Develop a referral processDevelop a referral process

– All staff trained on processAll staff trained on process– Differentiate behavior handled in classroom vs. Differentiate behavior handled in classroom vs.

office & Major vs. Minor rule infractionsoffice & Major vs. Minor rule infractions BEP referral by teacher, staff, or parentBEP referral by teacher, staff, or parent

How to identify students for BEPHow to identify students for BEP

Other Data to ConsiderOther Data to Consider– Absences & TardiesAbsences & Tardies– In school detentions (lunch-time or after In school detentions (lunch-time or after

school) school) – Time out / “Think Time”Time out / “Think Time”

Would Your School Benefit Would Your School Benefit From Implementing a BEP?From Implementing a BEP?

How many students does your school have in How many students does your school have in

the range of 3-7 referrals?the range of 3-7 referrals?

If > 7 students- BEP may be appropriateIf > 7 students- BEP may be appropriate

If < 7 students- implement individualized If < 7 students- implement individualized

interventionsinterventions

The BEP should be able to reasonably The BEP should be able to reasonably

maintain 7-20 students/yearmaintain 7-20 students/year

0

5

10

15

20 N

um

ber

of R

efe

rrals

per

Stu

dent

Students

Referrals per StudentReferrals per Student

0

2

4

6

8

10

Num

ber

of R

efe

rrals

per

Stu

dent

Students

Referrals per StudentReferrals per Student

Implementing BEP with Individual StudentsImplementing BEP with Individual Students

Effective School–Wide System in Place

Student not responding to school-wide Expectations

Implement Basic BEP•Increased structure, check-in, checkout•Frequent feedback•Connection with key adult

Implement Basic BEP

IsIs the Basic BEP

Working?

•Continue with Basic BEP

• Transition to self- management

Yes

No

Conduct Brief Functional Assessment•What is the problem behavior?

•Where does the problem behavior occur/not occur?

•Why does the problem behavior keep happening?

Using Functional Using Functional Behavioral Assessment Procedures to Behavioral Assessment Procedures to

Enhance BEP EffectivenessEnhance BEP Effectiveness Functional Behavioral AssessmentFunctional Behavioral Assessment

– A method of looking at environmental factors A method of looking at environmental factors that predict, support, or explain problem that predict, support, or explain problem behaviorbehavior

– In essence, examining setting events, In essence, examining setting events, antecedents, behaviors, and consequences and antecedents, behaviors, and consequences and using this information to determine the function using this information to determine the function problem behavior serves (e.g., escape, adult or problem behavior serves (e.g., escape, adult or peer attention, etc.)peer attention, etc.)

Why use FBA with the BEP?Why use FBA with the BEP? FBA data support effective and efficient behavior FBA data support effective and efficient behavior

support planning, a major goal of BEPsupport planning, a major goal of BEP (Carr et al., (Carr et al., 1999; Didden et al., 1997)1999; Didden et al., 1997)

FBA produces data on how BEP can:FBA produces data on how BEP can:– Prevent problem behaviorPrevent problem behavior– Identify and teach alternative behaviorsIdentify and teach alternative behaviors– Reward appropriate behaviorsReward appropriate behaviors

Building on Efficiency: Building on Efficiency: “Simple FBA”“Simple FBA”

Full FBAs:Full FBAs:– Record review, interviews, observationsRecord review, interviews, observations– Specify problem behavior and contingencies Specify problem behavior and contingencies

within routines within routines for purpose of individualized for purpose of individualized intervention designintervention design

Simple FBAs:Simple FBAs:– InterviewsInterviews– Specify problem behavior, routines surrounding Specify problem behavior, routines surrounding

problem behavior, and function of behavior problem behavior, and function of behavior for for purpose of selecting type of BEPpurpose of selecting type of BEP

Matching BEP to Student NeedsMatching BEP to Student Needs Basic BEPBasic BEP:: goals related to cooperative, goals related to cooperative,

respectful behavior; reinforced through respectful behavior; reinforced through daily positive adult contact (attention-daily positive adult contact (attention-related)related)

BEP + Academic SupportBEP + Academic Support:: goals, goals, prompts, and encouragement for prompts, and encouragement for organizational and routine-following organizational and routine-following behaviors or increase in academic supportbehaviors or increase in academic support

Escape BEPEscape BEP:: goals related to cooperative, goals related to cooperative, respectful behavior: students reinforced respectful behavior: students reinforced through chance to earn a break from through chance to earn a break from aversive activity or aversive social contactaversive activity or aversive social contact

Conduct Brief Functional Assessment

Is the behavior maintained by escape

from social interaction?

Is the behavior related to lack of academic skills?

Is the behavior severe, complex,

intensive?

Escape Motivated BEP

•Reduce adult interaction

•Use escape as a reinforcer

BEP + Academic Support

•Increase Academic support

Intensive,

Individualized Behavior Support

(e.g., Full FBA-BSP

Getting the BEP Getting the BEP Started In Your SchoolStarted In Your School

Is My School Ready to Implement a Is My School Ready to Implement a BEP System? BEP System?

(see BEP Self Assessment Questionnaire)(see BEP Self Assessment Questionnaire)

School-wide system of behavior support in School-wide system of behavior support in placeplace

Staff buy-in for implementation of the BEPStaff buy-in for implementation of the BEP Administrative supportAdministrative support

– Time & money allocatedTime & money allocated No major changes in school climateNo major changes in school climate

– e.g. teacher strikes, administrative turnover, e.g. teacher strikes, administrative turnover, major changes in fundingmajor changes in funding

BEP implementation a top priority BEP implementation a top priority

How Do You Build Student and How Do You Build Student and Staff “buy-in” for the BEP?Staff “buy-in” for the BEP?

Give BEP program a high profile in Give BEP program a high profile in your schoolyour school

Promote BEP as Promote BEP as positive positive support not support not punishmentpunishment

Collaboratively involve referring Collaboratively involve referring teachers in BEP processteachers in BEP process

Provide regular feedback to staff, Provide regular feedback to staff, students, and familiesstudents, and families

Training Teachers on Training Teachers on BEP SystemBEP System

In-service on the “spirit” of programIn-service on the “spirit” of program– supportive, not punitivesupportive, not punitive

– immediate feedback on behavior (type immediate feedback on behavior (type of statements, what the ratings mean, of statements, what the ratings mean, examples of feedback)examples of feedback)

– follow-up forum to express concernsfollow-up forum to express concerns

– individual coachingindividual coaching

– boosters needed at least yearlyboosters needed at least yearly

Training Students on Training Students on BEP SystemBEP System

Meet with parents and studentsMeet with parents and students

Modeling and PracticeModeling and Practice

Accepting FeedbackAccepting Feedback

Decision-Making Decision-Making – GoalGoal

Personnel: BEP CoordinatorPersonnel: BEP Coordinator Take care of BEP requests for assistanceTake care of BEP requests for assistance Lead morning check-in/ afternoon check-Lead morning check-in/ afternoon check-

outout Enter BEP data on spreadsheet – dailyEnter BEP data on spreadsheet – daily Organize and maintain recordsOrganize and maintain records Create graphs for BEP meetingsCreate graphs for BEP meetings Gather supplemental information for BEP Gather supplemental information for BEP

meetingsmeetings Prioritize BEP students for team meetingsPrioritize BEP students for team meetings

Characteristics of an effective Characteristics of an effective BEP coordinatorBEP coordinator

Flexibility within job responsibility Flexibility within job responsibility (e.g., (e.g., educational assistant, counselor, behavior health educational assistant, counselor, behavior health aide)aide)

Positive and enthusiasticPositive and enthusiasticSomeone the students enjoy and trustSomeone the students enjoy and trustOrganized and dependableOrganized and dependableWorks at school every dayWorks at school every day

Personnel: BEP TeamPersonnel: BEP Team Attend weekly or bi-weekly meetingsAttend weekly or bi-weekly meetings Contribute to decision making for BEP Contribute to decision making for BEP

studentsstudents Help conduct “Orientation to BEP” Help conduct “Orientation to BEP”

meetingsmeetings Gather supplemental information Gather supplemental information Contribute to student/staff development Contribute to student/staff development

workshopsworkshops Contribute to feedback sessionsContribute to feedback sessions Complete any assigned tasks from BEP Complete any assigned tasks from BEP

meetingmeeting

Initiative, Initiative, Project, Project,

CommitteeCommittee

PurposePurpose OutcomeOutcome Target Target GroupGroup

Staff Staff InvolvedInvolved

BEP TeamBEP Team

Character Character EducationEducation

Safety Safety CommitteeCommittee

School Spirit School Spirit CommitteeCommittee

Discipline Discipline CommitteeCommittee

DARE DARE CommitteeCommittee

Attendance Attendance CommitteeCommittee

Working Smarter- Not Harder

Evaluating BEP Progress: Evaluating BEP Progress: Sample Agenda FormSample Agenda Form

BEP Team Meeting AgendaBEP Team Meeting AgendaDate:____________Date:____________ Note taker:___________Note taker:___________Team Members Present:___________________________Team Members Present:___________________________

List of Priority Students:List of Priority Students:

1) 1) Discuss Priority StudentsDiscuss Priority Students

2)2) Discuss New ReferralsDiscuss New Referrals

3) Identify Students to Receive Additional 3) Identify Students to Receive Additional Reinforcer by PrincipalReinforcer by Principal

4)4) Other BEP Issues or StudentsOther BEP Issues or Students

Resources: Time and MoneyResources: Time and Money

8-10 hours per week for BEP 8-10 hours per week for BEP

coordinatorcoordinator

BEP forms on NCR paperBEP forms on NCR paper

School supplies for BEP participantsSchool supplies for BEP participants

Reinforcements for BEP participantsReinforcements for BEP participants

Research ArticlesResearch Articles

Hawken, L. S. & Horner R. H., (2003) Hawken, L. S. & Horner R. H., (2003) Implementing a Targeted Group Intervention Implementing a Targeted Group Intervention Within a School-Wide System of Behavior Within a School-Wide System of Behavior Support. Support. Journal of Behavioral EducationJournal of Behavioral Education

March, R. E. & Horner, R. H. (2002) Feasibility March, R. E. & Horner, R. H. (2002) Feasibility and contributions of functional behavioral and contributions of functional behavioral assessment in schools. assessment in schools. Journal of Emotional Journal of Emotional and Behavioral Disorders,and Behavioral Disorders, 1010,158-70.,158-70.