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Other titles in the Guilford Practical Intervention in the Schools series:
Responding to Problem Behavior in Schools: The Behavior Education Program (Guilford Practical Intervention in the Schools)by Deanne A. Crone
Synopses & Reviews
Book News Annotation:
Crone (Center on Teaching and Learning, U. of Oregon), Hawken (special education, U. of Utah) and Horner (special education, U. of Oregon) present an updated step-by-step guide for implementing the Behavior Education Program (BEP), a Tier II positive behavior support system developed for students who fail to meet school-wide disciplinary expectations but do not yet require intensive, individualized services. For the second edition, the text has expanded from seven to 12 chapters, and includes discussion of the key features of Tier II interventions, and new chapters on high school implementation, preschool implementation, tailoring the BEP for a particular school, cultural considerations, and intervention effectiveness measurement. The text also features an expanded FAQ section and chapter on training needs and approaches, and a substantial number of new or revised reproducibles, including daily progress reports, handouts, and planning tools. Annotation ©2010 Book News, Inc., Portland, OR (booknews.com)
See also the authors' related work on intensive interventions for severe problem behavior, Building Positive Behavior Support Systems in Schools, Second Edition: Functional Behavioral Assessment. Also available: Dr. Hawken's training DVD, The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk, which demonstrates the BEP in action.
This bestselling book has been used in schools across the country to establish efficient and cost-effective systems of Tier II positive behavior support. The Behavior Education Program (BEP) was developed for the approximately 10-15% of students who fail to meet schoolwide 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. Purchasers also get access to a Web page where they can download and print the reproducible materials.
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 a response-to-intervention framework as a Tier II intervention.
*18 of the 26 reproducibles are new or revised.
*Expanded FAQ section and expanded chapter on training needs and approaches.
This book is in The Guilford Practical Intervention in the Schools Series.
About the Author
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, is Associate Professor in the Department of Special Education at the University of Utah. She has assisted schools in implementing the Behavior Education Program at both the elementary and middle school levels, and has conducted research studies to evaluate its effectiveness. Dr. Hawkens main research focus is positive behavior support, including schoolwide behavior support, targeted interventions for at-risk students, and functional assessment/behavior support planning for students engaging in severe problem behavior.
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.
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
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
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