Responding to Problem Behavior in Schools: The Behavior Education Program / Edition 1

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Overview

Providing a time and cost-effective framework for responding to moderate problem behavior and preventing the development of more serious difficulties, this book addresses a core need of elementary and middle school practitioners and educators. The Behavior Education Program is designed to help the 10-15% of students who fail to meet schoolwide disciplinary expectations but do not require the highest level of behavior support. No lengthy assessment process is required and groups of up to 30 students can participate, with minimal time and training demands on teachers and staff. Clear guidelines are delineated for conducting this proactive, research-based intervention that incorporates daily behavioral feedback, positive adult attention, and increased home-school collaboration. Presented in a large-size format with lay-flat binding to facilitate photocopying, the volume contains case examples and all needed resources for implementation, including reproducible daily progress reports, student handouts, and planning tools.

Note: A more intensive intervention for students with chronic or severe problem behavior is presented in the complementary volume, Building Positive Behavior Support Systems in Schools.
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Editorial Reviews

From the Publisher
"This book fills a critical need for supporting students before behavior problems become severe enough to require intensive, expensive support systems. The authors have produced a very clear 'how-to' manual for practitioners, administrators, and other behavior support team members. With case study examples, problem-solving activities, and reproducible forms, the volume provides everything needed to develop and implement the program."—Don Kincaid, EdD, University of South Florida

"The BEP has become an important component of effective schoolwide systems of positive behavior support in Illinois. This book's practical format and detailed coverage of all the 'whys', 'hows' and 'what ifs' of implementation make it an essential reference for school teams and an excellent tool for trainers."—Lucille Eber, EdD, Statewide Coordinator, Positive Behavior Interventions and Supports Network of Illinois

"This accessible book reflects the authors' ongoing commitment to disseminating conceptually sound, evidence-based approaches to the prevention of learning and behavior problems in school settings. Implementing the BEP is in keeping with the notion that, with diminishing time and resources, school practitioners must work ‘smarter not harder' to address increasing student learning needs. The BEP has the potential to improve the overall cost-effectiveness and efficiency of a schoolwide system of positive behavioral support by reducing the number of students in need of more intensive, individualized interventions. This text is a ‘must read' for teachers, administrators, school psychologists, and other school personnel. Further, it is an excellent choice for university preservice and continuing education courses focusing on the bridging of research and practice agendas in school settings."—Ruth A. Ervin, PhD, Department of Educational and Counseling Psychology, and Special Education, University of British Columbia, Canada

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Product Details

  • ISBN-13: 9781572309401
  • Publisher: Guilford Publications, Inc.
  • Publication date: 11/20/2003
  • Series: Guilford Practical Intervention in the Schools Series
  • Edition description: First Edition, (Lay-Flat Paperback)
  • Edition number: 1
  • Pages: 129
  • Product dimensions: 8.30 (w) x 10.70 (h) x 0.30 (d)

Meet the Author

Deanne A. Crone, PhD, is Assistant Professor of School Psychology at the University of Oregon.
 
Robert H. Horner, PhD, is Professor of Special Education at the University of Oregon and director of Educational Community Supports (ECS), a College of Education research unit.
 
Leanne S. Hawken, PhD, is Assistant Professor of Special Education at the University of Utah.

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Read an Excerpt

School-based mental health professionals, administrators, and special educators; advanced students in school psychology and special education. Ch. 1 Introduction to the Behavior Education Program
Ch. 2 The Context for Positive Behavior Support in Schools
Ch. 3 The Basic BEP: Critical Features and Processes
Ch. 4 Identification of Students for the BEP
Ch. 5 Getting a BEP System Started
Ch. 6 The Modified BEP: Adaptations and Elaborations
Ch. 7 Frequently Asked Questions about Implementation of the BEP
Refs.
Appendices
--TOC updated by Ginger Buck 05/29/2003
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Table of Contents

School-based mental health professionals, administrators, and special educators; advanced students in school psychology and special education. Ch. 1 Introduction to the Behavior Education Program
Ch. 2 The Context for Positive Behavior Support in Schools
Ch. 3 The Basic BEP: Critical Features and Processes
Ch. 4 Identification of Students for the BEP
Ch. 5 Getting a BEP System Started
Ch. 6 The Modified BEP: Adaptations and Elaborations
Ch. 7 Frequently Asked Questions about Implementation of the BEP
Refs.
Appendices
—TOC updated by Ginger Buck 05/29/2003

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