Tier 2 Support The Behavior Education Plan

2 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

3 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.

4 Primary Prevention: School-wide/Classroom/ Non-classroom Systems for All 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 OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Today’s focus

5 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

7 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

8 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

9 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 10

11 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

12 BEP Daily Features Start and end each day with a POSITIVE contact with an adult Frequent monitoring and behavioral feedback throughout the day

13 BEP Weekly Features Six primary goals 1.Summarize weekly data for each BEP student 2.Prioritize students 3.Use data to make decisions 4.Award reinforcers 5.Discuss potential new candidates for BEP 6.Assign tasks to relevant staff members

14 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.

15 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.

16 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

17 BEP Weekly Features Award Reinforcers – Determine the frequency of reinforcement – Attach a copy of the student’s graph to the reinforcer

18 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

19 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

20 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?

21 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

22 Need Intensive Support May Benefit from BEP

23 Identification of Students for the BEP BehaviorTimeDateSettingReferred by Noncompliance10:459/18/08ArtTeacher Disruption12:1512/01/2008LunchroomLunch monitor Inappropriate language 9:001/28/2009Language ArtsTeacher Noncompliance2:303/3/2009HallwayTeacher Noncompliance10:0003/25/2009MathTeacher Student Name: __Student AC__________

24 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

25 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.

26 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

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

28 Personnel Needs Primary 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

29 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

30 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

31 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

32 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

33 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

34 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

35 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