positive behavior support for at-risk students: the behavior education program

Positive Behavior Support

for At-Risk Students:The Behavior Education Program

Florida’s Positive Behavior Support ProjectUniversity of South Florida

2003-2004

FL PBS Project: Targeted Interventions 2003-20042

Training Overview

• Refresher on at-risk populations• Overview of BEP• Example BEP• BEP Foundations• BEP Processes


Objectives

• Identify foundational components of a BEP

• Identify processes involved in a BEP

• Develop BEP for your school

Adapted from the Center for Positive Behavior Interventions and Supports (2002)

Primary Prevention:School-wide and

Classroom-wide Systems for All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~ 80% of Students

~15%

~5%

Designing Comprehensive SystemsCONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)

Referrals per Student

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students


What it looks like…• At Risk:– Disruptive– Talks out– Unprepared– Talks back to teacher– Uses inappropriate

language– Tardy– Defiant– Refuses to do work– Difficulty taking turns– Refuses to share– Out of seat– Aggressive– Not dangerous or violent– May have low academic

achievement

• Serious/Chronic:– Danger to self and/or

others– Destructive

• General:

– In line with expectations


At-Risk StudentsIn general…

• Poor peer relations• Low academic achievement• Difficulty adjusting to school

environment• Doesn’t earn many SW rewards• Chaotic home environment• Low self-esteem


Why do we need to intervene?

• Instructional time

• Academic achievement

• Stress

• Learning environment

• Modeling inappropriate behavior

• Resources

• Test scores

• Attendance

• SW not sufficient

• Skill deficiencies don’t remediate themselves


Catch them before they fall:

• Aggression as a progression• Severity, stability, and risk• Substance abuse • School dropout• Poor life outcomes• Intervention before age 9 is more

likely to succeed


Responding to Problem Behavior in Schools:The Behavior Education Program

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

Due to be published in December 2004

Guilford Publishing, Inc. ISBN 1-57320-940-7; Cat. #0940List Price: $25.00

www.guilford.com

http://www.guilford.com/


For At-Risk Students

• ~15% of students• Multiple referrals• Multiple settings• At-risk for developing more

severe/chronic patterns of problem behaviors

•FBA

•Group Therapy

•Parent Training

•Wraparound services

•Community Support

School-Wide: 80% of Student Body

At-Risk

20%

5%

Student Identification Process


Data-Based Decision

• The BEP is indicated when…– High percentage of students with

multiple referrals (>15%)– Problem behaviors are found in

multiple locations throughout school, from multiple staff

– Problem behaviors are not dangerous or violent

Referrals per Student

0

5

10

15

20

25

OD

R's

0

50

100

150

200

250

300

350

400

Bat

hro

om

Bu

s

Caf

é

Cla

ss

Co

mm

on

Gym Hal

l

Lib

rary

Off

ice

On

Bu

s

Par

kin

g

Pla

ygrn

d

OD

R's

Referrals by Location

0

100

200

300

400

500D

efi

an

ce

Dis

rup

t

Dre

ss

Fig

ht

Ha

ras

s

La

ng

ua

ge

Sk

ip

Ta

rdy

Va

nd

al

We

ap

on

s

OD

Rs

Referrals by Problem Behavior

Responding to Problem Behavior in Schools:

The Behavior Education Program

(BEP)

Crone, Horner & Hawken (2004). Guilford Publications, NY.


Overview of BEP Elements• Daily positive adult contact

• Check-in/Check-out system

• Daily report card - Increased attention to behavioral goals

• For all school settings

• Home-School partnership

• Collaborative team-based process


Overview: Positive Adult Contact

• Powerful protective factor for at-risk students

• First thing in morning, last thing before going home

• Encourage, motivate and help support student


Overview: Check-in/Check-out

• Empirically supported strategy for reducing problem behavior

• Quick & easy• Before school, before dismissal• Regular setting and format

(predictable)• Positive contact• Prompts, reminders, supports


Overview: Focus on Behavior

• Reminders at check-in/check-out• Feedback from teacher after each

class• Daily Progress Report• Increased opportunities for

reinforcement and learning

Adapted from Crone, Horner & Hawken (2004) Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N

Daily Progress Report

Name: __________________________ Date: ____________ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS:

Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

HR 1st 2nd 3rd 4th L 5th 6th

BE RESPECTFUL

BE RESPONSIBLE

BE ON TIME

Parent Signature(s) and Comments: _______________________________________________

Daily Progress ReportAdapted from Crone, Horner & Hawken (2004)

Points Possible: ______

Points Received: ______

% of Points: ______

Goal Achieved? Y N

Name: Date:

=Will try harder tomorrow: 1 point

Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS: Calendar Reading Spelling &

WritingMath Lunch Centers

Hands to self(Be Respectful)

Finish all work(Be Responsible)

Keep chair legs on floor (Be Safe)

Teacher comments:

Parent Signature(s) and Comments:


Overview: Behavior Education

• Clearly defined expectations/goals• Daily prompts from positive adult• Daily prompts at each class/activity• Daily feedback from teachers and

parents• Additional support available on a

daily and as-needed basis


Overview: All School Settings

• Daily Progress Report (DPR)• All of student’s

teachers/supervisors involved• Need for staff buy-in, training


Overview: Home-School Partnership

• Parents meet with BEP team and student

• Parents sign behavior contract• Parents review, comment and sign

DPR

BEP Candidates

Making a good student-program match


At-Risk Student Characteristics

and the BEP

• Disorganized• Sensitive to change, stress• History of low levels of

reinforcement• History of poor relationships• Low self-esteem


BEP: Who Qualifies

• More than a minimum number of referrals

• Across several different settings• Not dangerous to self/others

•Adult attention is rewarding


Example Behaviors– Disruptive– Talks out– Unprepared– Talks back to teacher– Uses inappropriate

language– Tardy– Defiant– Refuses to do work– Difficulty taking turns– Refuses to share– Out of seat

– Difficulty following directions– Frequent peer conflict– Low-grade aggression (horseplay, rough-housing, etc…)


Do Not Include:• Dangerous/violent students• Students who bring a weapon to school• Students who injure/may injure themselves• Students with a high number of referrals• Students with referrals from only one setting,

teacher, or time• Students who find adult attention

aversive

Pick Your Candidate…

George

• 17 referrals

• From multiple classrooms, cafeteria, hall, and bus

• Disruption, defiance, fighting

• Caught with box opener

Nacirema Middle School: 1-20 referrals; 5% receive 12 or more/year; 80% receive 5 or less/year

Richard

• 5 referrals

• From cafeteria, hall and bus

• Disruption, tardy, inappropriate language

John

• 11 referrals

• 8 from classroom, 2 from hall, 1 from bus

• Disruption, defiance, tardy, harassment

Example of a BEP in Action:

Nacirema Middle School


Bob - Nacirema Middle School

• 8–8:25: Check-in. Bob arrives at the library with two of his friends and is greeted by the BEP coordinator. Bob gives yesterday’s DPR (which had been signed by Bob’s father) to the coordinator. The coordinator tells Bob he is glad Bob came to Check-in today, and gives him a new DPR. After Bob puts his name and date on the form, the coordinator asks Bob to show him that he has brought the supplies he needs for the day. Bob opens his backpack, and the coordinator sees that Bob forgot to bring paper with him. The coordinator gives Bob a few sheets of looseleaf and reminds him to bring everything he needs with him the next day. The coordinator prompts Bob to have a good day and to meet his DPR goals, and gives him a Tiger Ticket for having a successful check-in.


Bob – Nacirema Middle School

• School day: When Bob arrives at class, he gives his DPR to the teacher, who welcomes him to class and asks him if he had any questions about last night’s homework. During the period, the teacher looks for opportunities to reinforce Bob for appropriate behavior, and monitors his progress on his BEP goals. At the end of class, the teacher gives the DPR back to Bob, and tells him how each score was decided on.


Bob – Nacirema Middle School

• 2-2:10: Check-out. Bob leaves class 5-10 minutes early so he can return to the library for check-out. He gives his DPR to the coordinator, who keeps one copy for the school’s records and returns the DPR to Bob so he can have his parents sign it. If Bob has met his goal for the day, he can take a small snack as a reward. The coordinator congratulates Bob for his appropriate behavior, and prompts him to have a good day again tomorrow.


BEP for Primary Grades

• Developmental considerations– More concrete goals– Reciting goals– Symbols vs. Numbers vs. Text– Rehearsal– Teacher support/prompting

• Organizational considerations– Transitions based on activities/time periods– Timing of feedback – Classroom vs. Check-in room/escorts– Check out

Establishing a BEP at Your School


School Readiness

• SW PBS in place• Administrative support• Faculty/staff buy-in• BEP one of top 3 priorities for

school year• Stable school

characteristics/environment


Getting Started• Establish BEP team and Coordinator• Identify what problems will be

addressed– Academics and Behavior

• Ensure adequate staff, resources, time• Establish referral process, data system,

and create needed forms• Staff Training• Parent Information• Student Body Information

First Steps

• Establish the BEP team and Coordinator

• Identify what problems will be addressed

• Ensure adequate resources are available


The BEP Team

• Administrator• Persons with knowledge of

behavioral issues• Persons with experience dealing

with at-risk students• Representative of school,

committees• 8-person limit


The BEP Team

• Attend weekly meetings• Offer collaborative assistance in

student/staff in-services• Introduce BEP to students and families• Contribute to decisions regarding BEP

students• Offer regular feedback on BEP process• Buy rewards• Time for training staff (1-3 hour in-service)• Time for BEP team meetings

Task Time

Attend/Contribute to weekly meetings

45 minutes/Once per week(Maximum)

Assist with In-services

2 hours/As needed(Maximum)

Assist with Introductory Meeting

45-60 minutes/As needed(Maximum)

Team Time Commitments


BEP Mission Statement

• Develop according to the needs of your own school

• Example: “To identify and respond to students in need of additional supports within the school environment, and to ensure their success through individualized progress monitoring and data-based decision making.”


BEP Coordinator*”SOMEONE THE STUDENTS ENJOY AND

TRUST”*

• Enthusiastic• Lead check-in and check-out• Enter data daily• Prioritize students for BEP meetings• Process requests for assistance• Create graphs for meetings• Gather extra info for meetings• Lead meetings• Maintain records

Crone, Horner & Hawken (2004). Responding to Problem Behavior in Schools:The Behavior Education Program. Guilford Publications, NY.

Task Minutes/per Day Total Minutes per

week

Check-in 30/5 150

Check-out 15/5 75

Enter data 20/5 100

Maintain Records 15/5 75

Prioritize BEP students for meeting

20/1 20

Process BEP referrals 20 20

Create BEP graphs 30/1 30

Gather supplemental information

90 90

Lead BEP meetings 45 /1 45

Complete extra tasks from BEP meeting

120 120

WEEKLY TOTAL:

12 HOURS


Make sure to appoint

and train a backup

coordinator

Teacher Time Commitments

Task Total Time(Maximum)

Buy-in, In-service Training 1-11/2 hours

Greet/Prompt student(s) at beginning of each class/activity

1 minute per student

Reinforce/Prompt student during class

2 minutes per student

Rate DPR at end of each class/activity


Review DPR ratings with student at end of each class/activity



Review – Time Requirements

Main Points

• Must review data weekly– Alternative model: Progress Monitoring

person, check-in person…team meets briefly each week to check in for problems/changes

• One-two people to handle daily check-in activities

• Teacher responsibilities will be minimum, depending on number of BEP students in their class


Working Smarter Activity

• Identify BEP team mission– Record on team roster

• Discuss/Identify how BEP team fits into (and is different from) other teams that currently exist in your school

• Fill out the BEP team roster sheet


Identify what problems will be addressed

• Behavior and Academics– Criteria for inclusion

• Determine overall target behaviors– Faculty, administration input– Positively stated, specific – Limit to 3-5 target behaviors– Tie into school-wide expectations


Ensure Adequate Resources

• Space– Predictable, quiet, central location for

check-in/check-out• Age considerations

– Secure location for files, supplies• DPR forms• School Supplies• Rewards• Time for trainings• Time for BEP team meetings


Summary:First Steps

• Space

• Materials– Referral form– DPR– Data system– Locked file cabinet

• Supplies and Rewards– School supplies– Large and small

rewards

• Time for training

• Time for BEP team meetings

• Available staff


Action Planning • Action Planning form in packet• Assign Team roles, responsibilities,

meetings (Finish Working Smarter Activity/Team Roster)

• Begin identifying function and structure of BEP– Activity 1 – Action Planning items 1-6

Thinking it Through

• Establish the referral process• Establish the data system• Create necessary forms• Getting the word out


Establish the Referral Process

• What, Where, How long?• Maximum capacity, wait list

– No more than 30 students– Only 15-20 for elementary schools

• System for prioritizing students– Process for graduating from program


Referral FormBEP REFERRAL

Student Name: Referrer’s Name:

Grade: Rel. to Student:

Reason for Referral:

Why is this occurring?

What’s been tried?

DATE:


Data System

• Microsoft Excel– Daily updates– Chart analysis

• Data backup• Data storage/security

Microsoft Excel

A B C D E F

1 8/8 8/9 8/10 8/11 8/12

2 John A.

3 Richard C.

4 Donald R.

5

6

Microsoft Excel

0

10

20

30

40

50

60

70

80

90

100

8/8/04 8/9/04 8/10/04 8/11/04 8/12/04

John A.


Daily Progress Report ( DPR )

• At least 2 copies• Portable• Group vs. Individualized goals –

age appropriate• Reflect all areas of campus• Reflect all activities/time periods• Clear, concise, understandable for

students, families and staff

Adapted from Crone, Horner & Hawken (2004) Points Possible: ______ Points Received: ______ % of Points: ______ Goal Achieved? Y N

Daily Progress Report

Name: __________________________ Date: ____________ Rating Scale: 3=Good day 2= Mixed day 1=Will try harder tomorrow GOALS:

Comments: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

HR 1st 2nd 3rd 4th L 5th 6th

BE RESPECTFUL

BE RESPONSIBLE

BE ON TIME

Parent Signature(s) and Comments: _______________________________________________

Daily Progress ReportAdapted from Crone, Horner & Hawken (2004)

Points Possible: ______

Points Received: ______

% of Points: ______

Goal Achieved? Y N

Name: Date:

=Will try harder tomorrow: 1 point

Rating Scale: = Good day: 3 points = Mixed day: 2 points GOALS: Calendar Reading Spelling &

WritingMath Lunch Centers

Hands to self(Be Respectful)

Finish all work(Be Responsible)

Keep chair legs on floor (Be Safe)

Teacher comments:

Parent Signature(s) and Comments:


Getting the Word Out

• Avoid stigmatizing students

• Make participation appealing

• Create activities to promote BEP


Staff Training• 1-3 hour in-service; Explain Teacher’s role in

process• Explain BEP mission, culture, process, forms• Candidates for program

– Program capacity, prioritizing, time to placement

• Rating students’ behavior (Completing the DPR)– Giving effective feedback during and after

class– Graduating from the program

• Opportunities to practice, review forms• Booster sessions


Parent Introduction

• For all parents• Positive• Collaborative• Brief• Opportunity to refer


Student Body Introduction

• BEP as an opportunity• Earn more rewards• Earn respect of peers• Emphasize positive culture of BEP • Publicize BEP, achievements (with

permission)• Incorporate into school’s culture


Summary: Thinking it Through

• Establish a referral process and form

• Establish a data tracking system• Create a functional Daily Progress

Report• Describe culture and culture-

promoting events• Train staff• Inform parents and students


Action Planning• Activities 2 & 3: Begin to outline

referral process, forms

• Identify Data System (No Activity; Excel instructions in Resource section)

• Activity 4: Create DPR forms

• Activity 5: Begin to develop BEP culture & pep activities

• Action planning items 7 - 10

The BEP in Action:

Procedures and

Adjustments


BEP Team Meetings• Structured• Share data – where is the BEP now?• Discuss:

– Priority students (3-5)*– Graduating students*– New referrals*– Exemplary students– Other issues/students


Prioritizing Students• Multiple referrals, settings• Lower intensity behaviors• Likely to enjoy & benefit from

program• Turbulence factor• Other risk factors

– Poor peer relations– Low academic achievement– Low self-esteem– Few resources/little support


Establishing goals• 80% of total points possible

– May be adjusted for some students• Better to do this before BEP starts, rather than

after the BEP has started and the student has experienced failure

– During introductory meeting (or after any changes), let students know what their target point total should be

• Check for understanding


Introductory Meeting• Parents first: Buy-in, support• Together with child

– Give rationale– Emphasize positive aspects– Emphasize opportunities to earn rewards– Developmental considerations– Student and parent sign BEP Contract

• Teach target behaviors (refresh as needed)• Explain finality of teacher ratings• Physically walk through checkpoints or

routine


Check in• Central location • Greet students• Collect yesterday’s signed DPR• Check bags/backpacks• Provide supplies• Record names, preparedness,

yesterday’s DPR• Reward for completing requirements• Prompt to have a good day

Example Check-in Record

From Crone et. al, 2004

Date: Check-in Leader:

Check-in

Check-out

Student Name

Paper Pencil Notebook DPR Parent Copy

DPR School Copy

% Daily

Points

John A.

Richard C.

Donald R.

Teacher’s Role

Greet/Prompt student(s) at beginning of each class/activity

1 minute per student

Reinforce/Prompt student during class


Rate DPR at end of each class/activity


Review DPR ratings with student at end of each class/activity



Giving Feedback• Start each period off on a good note• Attend to appropriate behavior (especially if

it is a target behavior)– Be specific– Developmental considerations

• Review and explain DPR ratings calmly and objectively– Be specific

• Do not engage student in debates over ratings– Acknowledge concerns/feelings, then re-direct to

next day’s/period’s/activity’s potential for more points.

– End conversation immediately


Example: Giving Feedback

Joe feels he was graded unfairly. He is scowling, avoiding eye contact, and has his hands buried in his pockets.

Teacher response: “Joe, I can see you’re upset by the grade you received for this period. However, I gave you this grade because I saw you whispering to Tommy while I was teaching. I know you’ll do better next period, and I’m sure you’ll get all your points then.”


Giving Feedback• Praise all points, even if goal was

not met• Provide additional reward if

student has a perfect period– SW incentive, early out, etc…

• When ‘chunking’ periods…– Consider age, task demands

• Each period is a fresh start


Check Out

• Move quickly• Recognize student for choosing to

come to check out• Collect a copy of the DPR• Reward if daily goal has been met• Prompt for a good day tomorrow


Student Rewards

• PRAISE, PRAISE, PRAISE

• Positive adult contact


Student Rewards• Small reward for successful check-in

– On time– Returned signed DPR– Has all materials– Filled out new DPR

• Small reward from teacher (SW currency, early out, etc…) for perfect periods

• Small reward/snack for successful check-out– Being there in time to make bus– Having DPR– Met daily goal

• Additional incentives for weekly, monthly achievements (announcements, treat, store credit, etc…)


Student Rewards – Tying into the School Wide

System

• SW dollars, mini-store at checkpoint• BEP dollars (worth more than SW bucks)

– Accelerated value/redemption

• “Fast Pass” for School Market, lunch line• Wall of stars – prominent placement• Morning video (or booster training)

guest star


Student Rewards – Tying into the School Wide

System

• Song selection, guest D.J., and/or recognition at school dance

• Separate BEP lottery (same/similar prize, smaller lottery pool)


Data Entry

• Record % of points earned for the day

• Record should reflect – Absences– cards not turned in– no points earned

• Coding system

Microsoft Excel

A B C D E F

1 8/8 8/9 8/10 8/11 8/12

2 John A. 40 0 0 50

3

4

5

6

0

10

20

30

40

50

60

70

80

90

100%

Po

ssi

ble

Po

ints

Score

No Card

Absent

0

10

20

30

40

50

60

70

80

90

100

9/8/

03

9/9/

03

9/10

/03

9/11

/03

9/12

/03

9/13

/03

9/14

/03

9/15

/03

9/16

/03

9/17

/03

9/18

/03

9/19

/03

9/20

/03

9/21

/03

9/22

/03

% o

f P

oss

ible

Po

ints

Score No Card Absent


Monitoring Progress

• Extra supports/prompts early on• Solicit student feedback• Monitor trends as entering data

(daily)– Remove, No change, More supports,

FBA?– In conjunction with ODR reports,

subjective information at weekly meetings


Is the BEP working?

• Decide for individual students• Has the student met his/her goals?

– Variable data– Low, consistent data

• Is the student using the system correctly?

• Are there any patterns?

0

10

20

30

40

50

60

70

80

90

100

M T W R F

% o

f P

oss

ible

Po

ints

Week 1

0102030405060708090

100

M T W R F M T W R F

Week 1 Week 2


Potential Problems

• Doesn’t like coordinator• Being punished by parents for poor

DPRs– Teachers using DPR points punitively

• Needs more support


Additional Support• More frequent reinforcement• More powerful reinforcers for daily goal

– Contracting• Academic interventions

– Modify target behaviors• Self-monitoring/self-reinforcement

(when needs more attention)• Use DPR points as currency for rewards


Graduating from the Program

• 80% or better for at least 4 weeks, on a daily basis

• Consult with teacher(s), team• Meet with student to introduce

graduation process– Show data– Explain how to use rating card/how to judge

own behavior– CELEBRATE!

• Talk with parent about graduation, how they can continue to support their child



• Shift to self-management– Teacher ratings = Student ratings– Rewards for honesty and accuracy

• Rewards become contingent on good behavior– Fade teacher ratings, rewards (not as

much)

• Fade data collection



• Monitor data CLOSELY• Communicate with student,

teachers


Action Planning

• Activity 6: School supplies and rewards

• Action item 11

• Continue working on previous items


Trouble shooting

• Not checking in– Deliver DPR to student– Find out if s/he wants to participate in

program. • motivate with reinforcers (selection,

contracting)

– If student refuses to participate, probably need FBA


Trouble shooting• Not checking in/out

– Make sure they understand routine – Make sure teachers are cooperating– Can get teacher, friends to remind

student to check out– Can escort student at beginning to help

him/her learn routine.– Provide rewards (lottery ticket, weekly

drawing) contingent on just showing up.– Make sure BEP has a positive, important

profile in school, coordinator is well-liked


Trouble shooting

• Student loses DPR– Get new one right away– If chronic, find out how school can

improve program (more salient rewards)

– Check for home response to poor DPRs




• Team meetings• Prioritizing

students• Establishing goals• Introductory

meeting• Check in

Crone, Horner & Hawken (in press)

•Giving feedback•Check out•Data entry•Monitoring Progress•Graduating

Process:




• BEP Coordinator, backup

• BEP Team• Resources• Goals• Referral & DPR forms

Crone, Horner & Hawken (in press)

•Referral process•Data system•Training staff•Parent awareness•Student body awareness

Foundations:


Florida’s Positive Behavior Support

Project• FL-PBS Project

– Phone: (813) 974-6440– Fax: (813) 974-6115– Email: [email protected]– Website: http://flpbs.fmhi.usf.edu

• OSEP Center on PBS– Website: http://www.pbis.org

positive behavior support for at-risk students: the behavior education program

Documents

targeted interventions

studentfl pbs project

themselvesfl pbs project

violentfl pbs project

succeedfl pbs project

schoolfl pbs project

expectations fl pbs

highrisk behavior