Bestseller
More than 45,000 in print!
Cover Graphic
View larger

Responding to Problem Behavior in Schools

Second Edition
The Behavior Education Program

Deanne A. Crone, Leanne S. Hawken, and Robert H. Horner

A Paperback Originale-bookprint + e-book
A Paperback Original
February 24, 2010
ISBN 9781606236000
Price: $46.00 $39.10
242 Pages
Size: 8" x 10½"
Convenient Lay-Flat Binding
order
e-book
March 1, 2011
PDF ?
Price: $46.00 $39.10
242 Pages
Convenient Lay-Flat Binding
order
print + e-book
A Paperback Original + e-Book (PDF) ?
Price: $92.00 $50.60
242 Pages
order
Check out a special package offer including this title!
See related items for this product

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 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 title is part of The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.


“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 TierII 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

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


About the Authors

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.

Audience

School psychologists, counselors, and administrators; special educators; graduate students in these fields.

Course Use

May serve as a text in graduate-level courses such as Behavior Management and Interventions and School-Wide Behavior Support.

Special package offer: The training DVD Check-In, Check-Out: Second Edition: A Tier 2 Intervention for Students at Risk demonstrates the BEP in action. The related resource, Responding to Problem Behavior in Schools: Second Edition: The Behavior Education Program, provides a comprehensive presentation of the BEP, plus guidelines and tools for implementation.

Order both items — a $111.00 value for $79.95!

order package


Previous editions published by Guilford:

First Edition, © 2004
ISBN: 9781572309401
New to this edition: