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Preventing Severe Problem Behavior: Implementing a Behavior Education Program Within a School-Wide System of Behavior Support. Susan Barrett www.pbismaryland.org email@example.com. Acknowledgements. Rob Horner, Leanne Hawken, Rob March Fern Ridge Middle School Clear Lake Elementary
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This project was supported by Grant No. H324B000075, a Student Initiated Project, funded by the U.S. Department of Education, Office of Special Education Programs. Opinions expressed herein do not necessarily reflect the position of the U.S. Department of Education and such endorsements should not be inferred.
Before Implementing a Secondary Intervention, You Must Ask:
Is the Student Receiving an Adequate “DOSE” of the Universal Intervention?
For Decision Making
Weekly BEP Meeting
to Assess Student
Morning Work Reading Math Afternoon
= 1 point
= 0 points
Date:__________________ BEP Coordinator:_________________
*Caution with Using “Behavior Card” or “Behavior Plan”
Low-level problem behavior (not severe)
Behavior occurs across multiple locations
Serious or violent behaviors/ infractions
Extreme chronic behavior (8-10+ referrals)
Require more individualized support
Wrap Around ServicesFor Whom is the BEP Appropriate?
Effective School–Wide System in Place
Student not responding to school-wide Expectations
Is the Basic BEP
Is the behavior severe, complex, intensive?
Is the behavior maintained by escape from social interaction?
Is the behavior related to lack of academic skills?
Individualized Behavior Support
(e.g., Full FBA-BSP
In-service on the “spirit” of program
BEP Team Meeting Agenda
Date:____________ Note taker:___________
Team Members Present:___________________________
List of Priority Students:
1) Discuss Priority Students
2) Discuss New Referrals
3) Identify Students to Receive Additional Reinforcer by Principal
4) Other BEP Issues or Students
Hawken, L. S. & Horner R. H., (2003) Implementing a Targeted Group Intervention Within a School-Wide System of Behavior Support. Journal of Behavioral Education
March, R. E. & Horner, R. H. (2002) Feasibility and contributions of functional behavioral assessment in schools. Journal of Emotional and Behavioral Disorders,10,158-70.