Overview

This bestselling book has been used in schools across the country to establish efficient and cost-effective systems of Tier 2 positive behavior support. The Behavior Education Program (BEP) was developed for the approximately 10-15% of students who fail to meet school-wide disciplinary expectations but do not yet require intensive, individualized services. Clear, step-by-step guidelines are provided for implementing the approach, which incorporates daily behavioral feedback, positive adult attention, and increased home-school collaboration. In a large-size format with lay-flat binding to facilitate photocopying, the book includes reproducible daily progress reports, handouts, and planning tools. New to This Edition: Significantly revised for even greater flexibility and user friendliness Chapters on high school implementation, preschool implementation, tailoring the BEP for a particular school, cultural considerations, and measuring intervention effectiveness Describes how the program can fit into an RTI framework as a Tier 2 intervention 18 of the 26 reproducibles are new or revised Expanded FAQ section and expanded chapter on training needs and approaches. The book will be of value to school psychologists, counselors, and administrators; special educators; graduate students in these fields. It will also serve as a text in graduate-level courses such as Behavior Management and Interventions and School-Wide Behavior Support.

Full Product Details

Author:   Leanne S. Hawken (University of Utah, Salt Lake City, United States) ,  Deanne A. Crone (University of Oregon, United States) ,  Kaitlin Bundock (Utah State University, Logan, United States)
Publisher:   Guilford Publications
Imprint:   Guilford Publications
Edition:   2nd edition
Dimensions:   Width: 20.30cm , Height: 1.30cm , Length: 26.60cm
Weight:   0.548kg
ISBN:  

9781606236000

ISBN 10:   1606236008
Pages:   242
Publication Date:   20 April 2010
Audience:   College/higher education ,  Postgraduate, Research & Scholarly
Replaced By:   9781462539512
Format:   Paperback
Publisher's Status:   Out of Print
Availability:   In Print  
Limited stock is available. It will be ordered for you and shipped pending supplier's limited stock.

Table of Contents

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

Reviews

We use Responding to Problem Behavior in Schools with each school we train in Tier 2 school-wide positive behavior support. This wonderful resource describes processes that are highly practical and effective in an array of school environments with a wide range of students. While I loved the first edition, the second edition is even better. I am very impressed with the greater depth of coverage of such critical systems issues as getting commitment; identifying roles, responsibilities, and training needs; and fitting the BEP to your school. Information about adapting the process to preschools and high schools makes this edition even more useful. The section on measuring response to the BEP intervention will be a valuable resource for enhancing intervention fidelity. - Don Kincaid, College of Behavioral and Community Sciences, University of South Florida, USA The Behavior Education Program (BEP) is a highly effective intervention program that helps students develop positive connections and social and self-management skills. BEP enables schools to align and build on existing behavioral resources and staff - important in the challenging budget climate - and truly can help build capacity for successful positive behavior supports. The second edition has some great improvements, including many additional tools to help with program implementation and evaluation. I believe in this program, and schools like it, too. - Paula Freer, President, Student Support Team Association for Georgia Educators, USA This second edition meets a very important need in providing practitioners with systematic, comprehensive, and detailed procedures for addressing the challenges of students who display recurring problem behavior. A crucial value of the book lies in its focus on proactive, supportive practices that are evidence based and relatively friendly to implement. The book is replete with examples, illustrations, forms, and data management guidelines to ensure ease of implementation and maintenance. This book will make a significant contribution in helping practitioners to more effectively meet the varied needs and challenges of today's students. - Geoff Colvin, educational consultant, Behavior Associates, Eugene, Oregon, USA

"""We use Responding to Problem Behavior in Schools with each school we train in Tier 2 school-wide positive behavior support. This wonderful resource describes processes that are highly practical and effective in an array of school environments with a wide range of students. While I loved the first edition, the second edition is even better. I am very impressed with the greater depth of coverage of such critical systems issues as getting commitment; identifying roles, responsibilities, and training needs; and fitting the BEP to your school. Information about adapting the process to preschools and high schools makes this edition even more useful. The section on measuring response to the BEP intervention will be a valuable resource for enhancing intervention fidelity."" - Don Kincaid, College of Behavioral and Community Sciences, University of South Florida, USA ""The Behavior Education Program (BEP) is a highly effective intervention program that helps students develop positive connections and social and self-management skills. BEP enables schools to align and build on existing behavioral resources and staff - important in the challenging budget climate - and truly can help build capacity for successful positive behavior supports. The second edition has some great improvements, including many additional tools to help with program implementation and evaluation. I believe in this program, and schools like it, too."" - Paula Freer, President, Student Support Team Association for Georgia Educators, USA ""This second edition meets a very important need in providing practitioners with systematic, comprehensive, and detailed procedures for addressing the challenges of students who display recurring problem behavior. A crucial value of the book lies in its focus on proactive, supportive practices that are evidence based and relatively friendly to implement. The book is replete with examples, illustrations, forms, and data management guidelines to ensure ease of implementation and maintenance. This book will make a significant contribution in helping practitioners to more effectively meet the varied needs and challenges of today's students."" - Geoff Colvin, educational consultant, Behavior Associates, Eugene, Oregon, USA ""School professionals will want to ensure that each school has at least one copy of Responding to Problem Behavior in Schools, Second Edition, and university instructors can use this book as part of a comprehensive approach to teaching students how to create a program to improve student behavior. We are in the process of redesigning our Functional Behavioral Assessment graduate course to incorporate this book in conjunction with Steege and Watson's Conducting School-Based Functional Behavioral Assessments, Second Edition. Our learners will use these texts and supplemental case studies to find solutions to problem behaviors in K-12 students."" - Alan W. Brue, PhD, NCSP, Harold Abel School of Social and Behavioral Sciences, Capella University, USA"

Author Information

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.

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