Behavior Education Program: The BEP

1. Behavior Education Program:The BEP Joy Wiebers Suzann Wilson

2. Behavior Education Program:The BEP Crone, D. A., Horner, R. H., & Hawken, L.. S. (2004). Responding to problem behavior in schools: The Behavior Education Program. New York: Guilford.

3. Objectives Targeted Interventions implemented within a school-wide system of behavior support Overview of the Behavior Education Program (BEP) Tips for developing and implementing the BEP Using data for decision making with the BEP

4. Major Features of the BEP Intervention is continuously available Rapid access to intervention Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty in a school Adequate resources (admin, team) weekly meeting Continuous monitoring for decision-making

6. Behavior Support Challenges Resources (time and money) in schools are scarce Match level of support to the level of the challenge Need for efficient and effective interventions that target students at risk Not for students engaging in severe problem behaviors

7. How is BEP Different than Other “Behavior Card” Interventions? Targeted intervention implemented within a school-wide system of behavior support Implemented in all settings, throughout the school day All teachers and staff are trained Students identified proactively & receive support quickly Team uses data for decision making to determine progress

8. BEP vs. Point Sheet

9. Targeted Interventions Build from School Wide Support School Wide Define and teach expectations Monitor and reward appropriate behavior Clear consequences for problem behavior Information collected and used for decision making

10. Why does the BEP Work? Improved structure Student is “set up for success” Increase in explicit feedback Program can be applied in all school locations

11. Elevated reward for appropriate behavior Linking behavior support and academic support Linking school and home support Program is organized to morph into a self-management system

12. Elements of the BEP/Check-In/Check-Out Approach Organization/Structure Identification/Referral Contract/Agreement Basic BEP Cycle Design of Support Data Collection and Decision Making

13. Organization and Structure Coordinator Chair BEP meetings, faculty contact, improvement Specialist Check-in, check-out, meeting, data entry, graphs Together (Coordinator + Specialist) Scheduled weekly meeting Coordinator, Specialist, Sped faculty, Related Services All staff commitment and training Simple data collection and reporting system.

14. Identification and Referral Multiple office referrals Recommendation by teacher Teacher Request for Assistance Recommendation by parent Student self-selects

15. Contract/Agreement Agreement to succeed Student: Student chooses to participate Parent BEP coordinator Teachers Contract may be written or verbal Better if written

16. Basic Cycle Morning check-in (Get Daily Progress Report) Give form to each teacher prior to each period. (can also be used anywhere there is a supervisor) Teacher provides specific feedback End of day check-out Points tallied Reward Daily Progress form copy taken home and signed. Return signed copy next morning.

17. Video Example of the Check-In Process

18. Video Example of the Check-Out Process

19. BEP as a teaching tool Joe, I am proud of the way you listened and followed directions today in math. I am giving you a 2 for this period. Great job! Sally, I noticed it was really hard for you to stay on task today at the beginning of the period. But, after I reminded you of the expectations you were able to turn yourself around and that is why I am giving you a 1.

20. BEP/Check-In/Check-Out Cycle

21. Daily Progress Report

23. Data Collection for Decision-Making Monitor points earned each day Office Discipline Referrals Grades Regular use of data by team Outcome Data

24. Video Example - Data Based Decision Making Process

25. Critical Features of BEP Intervention is continuously available Rapid access to intervention Low effort by teachers Implemented in all settings, throughout the day All teachers and staff are trained Continuous monitoring for decision making Transition to self-management

26. For Whom Is the BEP Appropriate? APPROPRIATE Low-level problem behavior (not severe) 3-7 referrals Behavior occurs across multiple locations Seeks adult attention Examples minor disruption work completion INAPPROPRIATE Serious or violent behaviors/ infractions Extreme chronic behavior (8-10+ referrals) Require more individualized support Functional assessment Wrap-around services

27. BEP Development and Implementation Guide BEP overview to PBS team How will the BEP be implemented in your school? Who will be the BEP coordinator? Where will the check-in and check-out occur? What is the maximum number of students that can be served in the BEP at one time? Who will check students in and out when coordinator is absent? Take 3 minutes and discuss with your team

28. BEP Coordinator Take care of BEP requests for assistance Lead morning check-in/ afternoon check-out Enter BEP data on spreadsheet – daily Organize and maintain records Create graphs for BEP meetings Gather supplemental information for BEP meetings Prioritize BEP students for team meetings Lead BEP meetings

29. Characteristics of an Effective BEP Coordinator Flexibility within job responsibilities (e.g. educational assistant/paraprofessional) Approximately 10 hrs. per week Positive and enthusiastic Organized and dependable Works at school every day Alternative staff member if coordinator is absent

30. Big Ideas Schools need different systems to deal with different levels of problem behavior in schools Targeted interventions like the BEP are efficient systems for supporting students at risk for more severe forms of problem behavior Some students are going to need more intensive support than the BEP can provide

31. Designing School-Wide Systems for Student Success

32. FAQ’s How do schools, students, and parents get prepared to use the BEP? What do you suggest to do if student fails to check in/check out? What if student loses BEP? Are certain students more likely to succeed on the BEP? What if parents use BEP as punishment?

33. © 2005 by The Resources for Implementing the BEP Crone, Horner, & Hawken (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York, NY: Guilford Press Hawken, Pettersson, Mootz, & Anderson (2006). The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk. New York, NY: Guilford Press

34. Questions? Suzann Wilson suzann.wilson@dmps.k12.ia.us 242-7794 Joy Wiebers joy.wiebers@dmps.k12.ia.us 242-8408