Responding to Problem Behavior in Schools
The Behavior Education Program
Guilford Publications (Publisher)
2nd Edition
Published on 20. April 2010
Book
Paperback/Softback
242 pages
978-1-60623-600-0 (ISBN)
Description
This book has been replaced by Responding to Problem Behavior in Schools, Third Edition, ISBN 978-1-4625-3951-2.
Reviews / Votes
"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"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, PhD, educational consultant, Behavior Associates, Eugene, Oregon
"We use Responding to Problem Behavior in Schools with each school we train in Tier II schoolwide 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, EdD, College of Behavioral and Community Sciences, University of South Florida
"The Behavior Education Program (BEP) is a highly effective intervention program that helps students develop positive connections and social and self-management skills. The 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, PhD, President, Student Support Team Association for Georgia Educators "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
"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, PhD, educational consultant, Behavior Associates, Eugene, Oregon
"We use Responding to Problem Behavior in Schools with each school we train in Tier II schoolwide 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, EdD, College of Behavioral and Community Sciences, University of South Florida
"The Behavior Education Program (BEP) is a highly effective intervention program that helps students develop positive connections and social and self-management skills. The 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, PhD, President, Student Support Team Association for Georgia Educators
More details
Edition
2nd edition
Language
English
Place of publication
New York
United States
Target group
College/higher education
School psychologists, counselors, and administrators; special educators; graduate students in these fields. May serve as a text in graduate-level courses such as Behavior Management and Interventions and School-Wide Behavior Support.
Product notice
Paperback (UK-B)
Dimensions
Height: 267 mm
Width: 203 mm
Weight
548 gr
ISBN-13
978-1-60623-600-0 (9781606236000)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Leanne S. Hawken | Deanne A. Crone | Kaitlin Bundock
Responding to Problem Behavior in Schools, Third Edition
The Check-In, Check-Out Intervention
Book
12/2020
3rd Edition
Guilford Press
€47.50
Shipment within 15-20 days
Person
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.
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.
Content
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-Sanchez
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
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-Sanchez
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