Check-in, Check Out Part 1 (aka Behavior Education Program or BEP

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1 Check-in, Check Out Part 1 (aka Behavior Education Program or BEP Leanne S. Hawken, Ph.D. University of Utah leanne.hawken@utah.edu Leanne S. Hawken, PhD

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3 Behavior Education Program (BEP) In this DVD look for: How students are selected for the BEP Check-in Teacher Feedback Positive, corrective, ignore minor problem behavior Check-out Data for decision making Non-examples of how to implement the BEP Leanne S. Hawken, PhD

4 Behavior Education Program (BEP) Leanne S. Hawken, PhD

5 Critical Features of BEP Intervention is continuously available Rapid access to intervention (less than a week) Very low effort by teachers Positive System of Support Students agree to participate Implemented by all staff/faculty in a school Flexible intervention based on assessment Functional Assessment Adequate resources allocated (admin, team) bi-weekly meeting, plus 10 hours a week Continuous monitoring for decision-making Transition to self management Leanne S. Hawken, PhD

6 Who is the BEP Appropriate for? APPROPRIATE Low-level problem behavior (not severe) 3-7 referrals Behavior occurs across multiple locations Examples talking out minor disruption work completion INAPPROPRIATE Serious or violent behaviors/ infractions Extreme chronic behavior (8-10+ referrals) Require more individualized support Functional Assessment Wrap Around Services Leanne S. Hawken, PhD

7 How to identify students for BEP Other Data to Consider Absences & Tardies In school detentions (lunch-time or after school) Interclass Time out / Think Time Systematic Screening for Behavior Disorders (SSBD) Internalizers & Externalizers Leanne S. Hawken, PhD

8 BEP Development and Implementation: Tips for Educators Leanne S. Hawken, PhD

9 BEP Readiness Checklist (Crone, Hawken, & Horner, 2010) School-wide system (Tier 1) of behavior support in place Staff buy-in for implementation of the BEP Administrative support Time & money allocated No major changes in school climate e.g. teacher strikes, administrative turnover, major changes in funding BEP implementation a top priority Leanne S. Hawken, PhD

10 Working with Schools Interested in Implementing the BEP Provide Overview of BEP to Behavior Team On BEP DVD Provide Overview to all staff Faculty vote Half or full professional development day for behavior team to develop BEP to fit school culture See BEP Development & Implementation Guide (Hawken, 2004) for training content After BEP development, gather feedback from all staff on format/structure of BEP Ongoing coaching and feedback Leanne S. Hawken, PhD

11 BEP Development & Implementation Guide (Hawken, 2004; see handout) BEP overview to Behavior Team How will the BEP be implemented in your school? Who will be the BEP Coordinator or Coordinators?? Where will check-in and check-out occur? What is the maximum number of students that can be served on the BEP at one time? What is the name of BEP for your school (e.g. HAWK Program, HUG Program) and what is the Daily Progress Report called? Who will check students in and out when coordinator is absent? Leanne S. Hawken, PhD

12 Characteristics of an effective BEP coordinator Flexibility within job responsibility (e.g., Educational Assistant/Paraprofessional.) Positive and enthusiastic Someone the students enjoy and trust Organized and dependable Works at school every day Leanne S. Hawken, PhD

13 What s in a Name? Behavior Education Program (BEP) Daily Progress Report Kennedy Card Program Kennedy Card Hello, Update, & Goodbye (HUG program) Hug Card HAWK Program (Helping A Winning Kid) Hawk Report ROAR Program (Reinforcement of Appropriate Responses) Wild Card Leanne S. Hawken, PhD *Caution with Using Behavior Card or Behavior Plan

14 Daily Progress Report Goals 1/5 2/6 3/7 HR 4/8 Be respectful Be responsible Keep Hand & Feet to Self Follow Directions Be There Be Ready TOTAL POINTS Leanne S. Hawken, PhD

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17 HAWK Report Date Student Teacher 0 = No 1= Good 2= Excellent Be Safe Keep hands, feet, and objects to self Be Respectful Use kind words and actions Follow directions Be Your Personal Best Working in class Class Teacher initials Recess Class Lunch Class Recess Class Total Points = Points Possible = 50 Today % Goal % Leanne S. Hawken, PhD

18 KENNEDY CARD Name Material s To Class Worked and Let Others Work Follow Directions the First Time Teacher Parent 2 1 No 2 1 No 2 1 No Assignments: Wow, 2 1 No 2 1 No 2 1 No Assignments: Wow, 2 1 No 2 1 No 2 1 No Assignments: Wow, 2 1 No 2 1 No 2 1 No Assignments: Wow, 2 1 No 2 1 No 2 1 No Assignments: Wow, 2 1 No 2 1 No 2 1 No Assignments: Wow, = Goal = 36 Leanne S. Hawken, PhD

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20 BEP Development & Implementation Guide (Cont. Hawken, 2004) Develop a reinforcement system for students on the BEP What will students daily point goal be? What reinforcers will students receive for checking in and out (e.g., praise and lottery ticket)? What reinforcers will students receive for checking out AND meeting their daily point goal? How will you ensure students do not become satiated on the reinforcers? Consequences for students Leanne S. Hawken, who PhD receive major & minor 20 referrals?

21 Notes on Developing a Reinforcement System Most schools include an opportunity for small daily rewards (note: should always be paired with social praise) Snack/candy, sticker, school token, high five/ Opportunity to earn larger reward Points on a credit card Stickers on a chart Examples of Long term rewards: Free time: gym, computer, time with friends Lunch with preferred adult Coupons to snack bar, movie theater, school store Leanne S. Hawken, PhD

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25 Time with a preferred adult is a powerful reinforcement tool! Activity ROAR Rewards Who When Where Official Signature Leanne S. Hawken, PhD

26 Kennedy Credit Card Leanne S. Hawken, PhD

27 Kennedy Credit Card >70% = 1 point on credit card >80% = 2 points on credit card >90% = 3 points on credit card 100% = 4 points on credit card Leanne S. Hawken, PhD

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31 REINFORCER CHECKLIST To be completed by your student Please answer YES or NO to if the item or activity is reinforcing/fun to you (Someone can help you decide) Activity Reinforcers Video Game YES NO Basketball YES NO Swimming YES NO Magazine YES NO Watch DVD YES NO Drawing YES NO Walking YES NO Field Trips YES NO Comic Books YES NO Puzzles YES NO Play Dough YES NO Board Game YES NO Craft Activities YES NO Card Game YES NO Please list any favorite activities or special favorites that you may have Leanne S. Hawken, PhD

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35 Big Ideas Schools need different systems to deal with different levels of problem behavior in schools. Tier 2 interventions like CICO are efficient systems for supporting students at-risk for more severe forms of problem behavior. Up to 30 students per BEP coordinator (depending on school size/resources) can be served using CICO intervention. Some students are going to need more intensive support Leanne S. Hawken, PhD than CICO can provide.

36 Manual on How to Implement the BEP Crone, Hawken, & Horner (2010). Responding to Problem Behavior in Schools: The Behavior Education Program (2 nd ed). New York, NY: Guilford Press 36

37 DVD on how to Implement the BEP Hawken, Pettersson, Mootz, & Anderson (2005). The Behavior Education Program: A Check-in, Checkout Intervention for Students at Risk. New York, NY: Guilford Press. Leanne S. Hawken, PhD