Check In – Connect – Check Out

A Systematic Approach to Behavior Management for At-

Risk StudentsDr. Zaf Khan

PBSI Project DirectorMTSU

Designing School-Wide Systems for Student SuccessAcademic Systems

1-5%

Intensive IndividualInterventions•Individual Students•Assessment-based•High Intensity

Designing School-Wide Systems for Student SuccessAcademic Systems

5-10%Targeted GroupInterventions•Some students (at-risk)•High efficiency•Rapid response

Designing School-Wide Systems for Student SuccessAcademic Systems

80-90%

UniversalInterventions•All students•Preventive, proactive

Designing School-Wide Systems for Student Success

Behavioral Systems1-5%

Intensive, IndividualInterventions•Individual Students•Assessment-based•Intense, durable procedures

Designing School-Wide Systems for Student Success

Behavioral Systems

5-10% Targeted GroupInterventions•Some students (at-risk)•High efficiency•Rapid response

Designing School-Wide Systems for Student Success

Behavioral Systems

80-90%

UniversalInterventions•All settings, all students•Preventive, proactive

Elements of the BEP• Organization/Structure• Identification/Referral• Contract• Basic BEP Cycle• Functional Assessment• Design of Support• Data Collection and Decision Making

Daily Progress Report Example

Name______________ Date_________

Goals 1 2 3 4 5Be Respectful

Be Responsible

Be Safe

TOTAL POINTS

Teacher Initials

Goal ______ Score_______ Student Signature _______________

Adult Supports

Workshops/Groups • Organizational Strategies

• Social Skills• Anger Management• Focus Groups

Adult Supports (cont.)

General Supports• Check-in and Check-out• Homebase w/ teaching• Breakfast/Lunch Clubs• Mentoring• Think Tank in Classroom

Targeted Intervention Example: Behavior Education Program

(BEP)(March & Horner, 1998)

BEP Daily Cycle1.Check in office at

arrival to school• reminder binder• precorrections• turn in previous days signed form

• pick-up new form• review daily goals

Behavior Education Program (BEP) (March & Horner, 1998)

BEP Daily Cycle (cont.)2. At each class

• teacher completes card, or• student completes self-

monitoring card/teacher• checks and initials card

3. Check out at end of day• review days points & goals• receive reinforcer if goal

met• take successful card home• precorrections

Behavior Education Program (BEP)

(March & Horner, 1998)

BEP Daily Cycle (cont.)4. Give successful day card to

parent

• receive reinforcer from parent

• have parent sign card5. Return signed card next day6. Weekly BEP meeting with data

graphing

Organization and Structure

• BEP Coordinator Chair BEP meetings, faculty contact, improvement

• BEP Specialist Check-in, check-out, meeting, data entry, graphs

Together (Coordinator + Specialist) = 10 hours/wk

Organization and Structure (cont.)

• BEP meeting 40 min per weekCoordinator, Specialist, Sped faculty, Related Services

• All staff commitment and training

• Simple data collection and reporting system.

Identification and Referral

• Multiple office referrals• Recommendation by teacher• Recommendation by parent• Time to action:

30 min to 7 days

Contract

• Agreement to succeedStudentParentBEP coordinatorTeachers

• Contract may be written or verbalBetter if written

Basic BEP Cycle• Morning check-in (Get BEP Form)• Give BEP form to each teacher prior to each period.

• End of day check-outPoints talliedReward

• BEP form copy taken home and signed.

• Return signed copy next morning.

What each student experiences at start of

their school day:

• greeted (positive, personal, glad to see you)

• scanned (ready to go to class?)• readiness check (books, pencils,

etc?)• gets piece of paper (prompt for

positive interaction)

Modifications for Escape-Motivated Behavior

• Student can pick up Daily card from a designated box and return it there each day

• Points earned can be used towards student selected reinforces

(Crone, Horner, & Hawken, 2004)

Modifications for Escape-Motivated Behavior (cont.)

• Select an adult the student is close with to the contact person

• If function is to escape an academically challenging task then the student would require academic intervention as well

(Crone, Horner, & Hawken, 2004)

BEP CycleWeekly BEP

Meeting

9 Week Graph Sent

Program Update

EXITEXIT

BEP Plan

Morning Check-In

Afternoon Check-In

Daily Teacher Evaluatio

n

Home Check-In

Next Steps• Is the BEP system appropriate for you?Are there more than 10 students with chronic patterns of problem behavior?

Is a school-wide system in place

Is there faculty commitment to work with tougher kids?

Are in-school resources available to implement?

Are district resources available to support start-up?

Next Steps (cont.)

• Build Action PlanReview and present current data

Administration/Faculty commitment

Action steps within a doable timeline.

Behavior Education Program (BEP) (March & Horner,

1998)

BEP Daily Cycle1. At each class• teacher completes card,

or• student completes self-

monitoring card/teacher checks and

initials card

Behavior Education Program (BEP) (cont.) (March &

Horner, 1998)

2. Check out at end of day• review days points & goals• receive reinforcer if goal

met• take successful card home• precorrections

Basic BEP Cycle

• Morning check-in (Get BEP Form)• Give BEP form to each teacher prior to each period.

• End of day check-outPoints talliedReward

• BEP form copy taken home and signed.

• Return signed copy next morning.

Define individual team process

• Standing team members / Process to invite others as needed

• Meeting proceduresHow often to meet?Who facilitates?Other meeting roles?

• When to review individual student data – who brings it to the team?

Targeted Intervention Process

When does the Team meet?• Team Meetings

Regularly scheduled meetings - weekly or bi-weekly depending on building needs.

If no new referrals, the team meets briefly to review progress on current interventions, to self-evaluate, and to action plan.

Develop and use data systems for decision-

making• Existing behavior data• Develop, as needed, additional data tracking tools and determine who is responsible for keeping the data

Daily Progress ReportGoals 1/5 2/6 3/7 HR 4/8

Be respectful

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be responsible

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Keep Hand & Feet to Self

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Follow Directions

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

Be There – Be Ready

2 1 0 2 1 0 2 1 0 2 1 0 2 1 0

TOTAL POINTS

One of Four Decisions• Student is ready to be phased out of targeted intervention

• Things are going fine, but student needs to stay in program

• Student is having some problems, what simple additions can be made (Who is responsible? Timeline?)

• Student is having bigger problems, refer for full FBA/BSP (Who is responsible? Timeline?)

(Crone, Horner, & Hawken, 2004)