Tier 2 Support

The Behavior Education Plan

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Objectives• Identify the BEP and its place in SWPBS• Identify daily, weekly, and quarterly features of the

BEP• Review critical features and process of

Check-In/Check-Out• Explain how students are referred for the BEP• Explain when and how BEP support can be faded

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All of the information for this presentation can be found in Responding to Problem Behavior in Schools: The Behavior Education Program by Deanne A. Crone, Robert H. Horner, and Leanne S. Hawken. (2004), published by Guilford Press.

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Primary Prevention:School-wide/Classroom/

Non-classroom Systems forAll Students,

Staff, & Settings

Secondary Prevention:Targeted

Systems for Students with At-Risk Behavior

Tertiary Prevention:Individualized

Systems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

Today’s focus

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The Behavior Education Program(BEP)

• Part of a larger behavior support effort in a school

• Targets students who demonstrate persistent, but NOT dangerous, patterns of problem behavior AND who do not respond well to school-wide behavioral expectations.

Effective SWPBS in place

Student not responding to SWPBS

Implement basic BEP•Increase structure, check-in, check-out•Frequent feedback•Connection with key adult

Is the basic BEP effective in reducing problem behavior?

Yes

•Continue basic BEP

•Transition to self-management when appropriate

No

Conduct brief functional assessment

Adjust intervention based upon the results of the brief functional assessment:

•Escape-motivated BEP•BEP + academic support•Intensive behavior support

The basic BEP is the focus for today’s session

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The Behavior Education Program(BEP)

• Based on a DAILY check-in/check-out system– Daily Progress Report (DPR)

• Provides IMMEDIATE feedback to students and increased POSITIVE adult attention

• Has clearly defined EXPECTATIONS and immediate and delayed reinforcement for meeting behavioral expectations

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Behavior Education Program (BEP)

• Core principles of positive behavior support– Clearly defined expectations– Instruction on appropriate social skills– Increased positive reinforcement for meeting expectations– Contingent consequences for problem behaviors – Increased positive contact with an adult in the school– Opportunities for self-management– Increased home-school communication

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Behavior Education Program(BEP)

• Efficient and Cost-Effective – Continuously available– Requires no more than 5-10 minutes per teacher

per day– No lengthy assessment process is conducted prior

to student receiving BEP support– Many students can be supported on the system at

one time

Behavior Education Program (BEP)

Defining Features

• Efficient –10-30 students at a time

• Continuously available• Check-in/Check-out• Each class begins with a

positive• Increase of contingent

feedback

• Low teacher effort• Links behavioral and

academic support• Implemented by ALL• Students CHOOSE to

participate• Continuous monitoring

and use of data

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BEP/Check-in Check-out Cycle

Weekly BEP Meeting

9 Week Graph Sent

Program Update

EXIT

BEP Plan

Morning Check-In

Afternoon Check-out

Home Check-In

Class Check in

Class Check out

Teacher Checks

Daily

Throughout The Day

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BEP Daily Features

• Start and end each day with a POSITIVE contact with an adult

• Frequent monitoring and behavioral feedback throughout the day

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BEPWeekly Features

• Six primary goals1. Summarize weekly data for each BEP student2. Prioritize students3. Use data to make decisions 4. Award reinforcers5. Discuss potential new candidates for BEP6. Assign tasks to relevant staff members

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BEP Weekly Features

• Summarize weekly data for each BEP student– Only one or two persons are responsible for

entering the data on a daily basis– Enter the percentage of points earned by each

student on the BEP – Data should be graphed and brought to weekly

BEP meetings where the team can review them.

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BEP Weekly Features

• Prioritize Students– The BEP Coordinator should be able to quickly look at the

graphs and determine • Students making goals• Students not making goals• Students with variable performance

– Coordinator chooses up to 5 students of concern to prioritize for the BEP meeting.

– Each of the “priority students” is discussed in detail at the team meeting to make data-based decisions.

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BEP Weekly Features

• Use data to make decisions– If 4 of the last 6 data points are below the aim line

(80% of points earned), the team must consider making a change to the intervention

• Consideration of function of behavior

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BEP Weekly Features

• Award Reinforcers – Determine the frequency of reinforcement

– Attach a copy of the student’s graph to the reinforcer

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BEP Weekly Features

• Discuss New Candidates for the BEP– Guiding Criteria for entry into BEP

• Repeated pattern of problem behavior in more than one setting or with more than one teacher/staff member

• Problem behavior has negative consequences on student’s social relationships with peers or adults, disrupts education (own or others)

• Problem behavior not dangerous to self or others

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BEP Quarterly Features

• Acknowledges the right of parents, staff, and students to be informed about their school and child

• Maintain interest and involvement• Recognize and encourage accomplishments• Point out areas for improvement and achieve

collaboration in meeting those goals

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BEP Quarterly Features

• Feedback to Teachers and Staff– How many students have been served?– Consistent participation from students and staff?– What is the impact on individual student behavior?– What is the impact on school climate?– What has been working well?– What are the obstacles?– How can we remove the obstacles?– Which students and staff deserve recogintion?

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Identification of Students for the BEP

• Best way is to track discipline referrals– Who has been referred?– How many times?– For what problems?– Under what circumstances?

• Referral Form

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2

4

6

8

10

12

14

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A C E G I K M O Q S U W Y

AA

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AG AI

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Student

Need Intensive Support

May Benefit from BEP

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Identification of Students for the BEP

Behavior Time Date Setting Referred by

Noncompliance 10:45 9/18/08 Art Teacher

Disruption 12:15 12/01/2008 Lunchroom Lunch monitor

Inappropriate language

9:00 1/28/2009 Language Arts Teacher

Noncompliance 2:30 3/3/2009 Hallway Teacher

Noncompliance 10:00 03/25/2009 Math Teacher

Student Name: __Student AC__________

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Identification of Students for the BEP

• Most appropriate for students “At Risk”– Have “low-level” problem areas

• Talk-outs• Come unprepared• Talk back• Minor disruptions• Interferences with learning, but not dangerous

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Identification of Students for the BEP

• Elementary – Difficulty taking turns– Refuse to share

materials– Difficulty staying on task– Minor aggression toward

peers

• Secondary– Inappropriate language– Frequently tardy – Defiant toward adults– Refuse to do work

Regardless of the age/grade, the key is to identify those students who have a consistent pattern of problem behavior that has not yet reached the dangerous or serious level.

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Behavior Education Program (BEP) – An Evidenced-Based Tier 2 Intervention

BEP DVD• In this DVD – look for:

– How students are selected for the CICO– Check-in– Teacher Feedback

• Positive, corrective, ignore minor problem behavior– Check-out– Data for decision making– Non-examples of how to implement the CICO– Parent involvement

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Behavior Education Program (BEP) – An Evidenced-Based Tier 2 Intervention (18 min

DVD)

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Personnel NeedsPrimary Responsibilities of BEP Coordinator

• Lead morning check-in• Lead afternoon check-

out • Enter DPR data on a daily

basis• Maintain records• Process referrals

• Create BEP graphs for BEP team meetings

• Prioritize students• Gather supplemental

info for BEP meetings• Lead BEP meetings• Complete any tasks

assigned at BEP meeting

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BEP Team

• Responsibilities– Attend weekly BEP meetings– Contribute to decisions regarding BEP students– Conduct orientation meetings with students and

families– Gather supplemental information– Contribute to staff development– Complete any tasks assigned at the BEP meeting

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Removing Students From the BEP

• Look at BEP data• Consider removing students on a monthly or

quarterly basis• Identify students who have met their BEP

goals (n > 80% of points) for at least 4 weeks• If team decides to remove the student, use a

gradual fading process – Self-monitoring

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Using Self-Management to Fade BEP Support

• Goal: increase student responsibility and ability to manage own behavior

• Shift from teacher ratings to student ratings of own behavior

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Using Self-Management to Fade BEP Support

• Teacher and student rate behavior simultaneously and compare ratings at the end of each period

• If discrepancy, the teacher’s score is assumed to be accurate

• Teacher explains reason for his or her decision• Can provide some small rewards for accuracy

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Using Self-Management to Fade BEP Support

• Removing the teacher-rating component– First week – teacher provides rating 4 out of 5

days

– Second week – teacher provides rating 3 out of 5 days

– Student rating is used on the days that the teacher does not provide the ratings

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Using Self-Management to Fade BEP Support

• Data collection is crucial at this point– Can fade CI/CO, but student must continue to turn

in the DPR

– BEP data during fading will show if the behavior • Stays the same• Worsens• Improves

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Using Self-Management to Fade BEP Support

• Explaining the fading process to the student– Adult explains that team is pleased with the student’s

progress – Believes the student demonstrated maturity and is ready

to be responsible for own behavior– Share the student’s data – Reward with making student manager of own behavior– Student practices using self-management card several

times