Effects of the Behavior Education Program (BEP) on Office Discipline Referrals of Elementary School Students

Abstract

The Behavior Education Program (BEP;Crone et al., 2004) is a modified check-in, check-out intervention implemented with students who are at risk for more severe problem behaviors. The purpose of this study was to evaluate the effects of the BEP on problem behavior with 12 elementary school students. Results indicated that the BEP was implemented with high fidelity, led to a decrease in office discipline referrals for the majority of students who received the intervention, and had high social validity ratings. Limitations of the current study are presented, along with suggestions for future research.

Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior

“…The intervention is designed to (a) add structure to the school day, (b) provide regular opportunities for feedback, and (c) cultivate a relationship with an adult mentor in school. In addition to the evidence for direct behavior ratings in general (see Chafouleas, RileyTillman, & McDougal, 2002), Check-In/Check-Out, in particular, has been the focus of a number of intervention studies demonstrating its effectiveness in reducing problem behavior and increasing academic engaged time for students (Fairbanks et al, 2007;Filter et al, 2007;Hawken, 2006;Hawken, McLeod, & Rawlings, 2007;March & Horner, 2002;Todd, Campbell, Meyer, & Horner, 2008).…”

Tier II Interventions within the Framework of School-Wide Positive Behavior Support: Essential Features for Design, Implementation, and Maintenance

“…These help to prevent problem behavior by prompting more appropriate behavior before a problem has occurred. Check-in/check-out (Fairbanks et al, 2007;Filter et al, 2007;Hawken et al, 2007;Hawken, Vincent, & Schumann, 2008), a frequently used Tier II intervention for students with disruptive or inattentive behavior, is a pointcard intervention that is aligned with the Tier I component of SWPBS (i.e., students earn points throughout the day for exhibiting behaviors aligned with the school's school-wide expectations). In check-in/check-out, students meet with an intervention coordinator at the beginning of the day to receive their point card and review behavioral expectations.…”

“…Although a growing body of work supports the utility of Tier II interventions within a three-tiered framework, most studies focus on implementation within a single year (e.g., Carter & Horner, 2009;Hawken et al, 2007;McCurdy, Kunsch, & Reibstein, 2007). Research is needed to document outcomes across multiple years and to document the systems features that facilitate or inhibit successful implementation.…”

“…Examples include check and connect (Anderson, Christenson, Sinclair, & Lehr, 2004;Evelo, Sinclair, Hurley, Christenson, & Thurlow, 1996;, check-in/check-out (Fairbanks, Sugai, Guardino, & Lathrop, 2007;Filter et al, 2007;Hawken, MacLeod, & Rawlings, 2007;Todd, Campbell, Meyer, & Horner, 2008), and First Step to Success (Carter & Horner, 2007;Filter et al, 2007;Walker et al, 1998). Beyond these packaged interventions, there are numerous other strategies that have proven effective when implemented in a small group context.…”

Examining the Evidence Base for School-Wide Positive Behavior Support

“…The research support for CICO is strong and comes largely from single-case research documenting functional relations between tbe implementation of CICO and a reduction in problem bebavior (Campbell & Anderson, 2008;Crone et al, 2010;Hawken, 2006;Hawken & Horner, 2003;Hawken, MacLeod, & Rawlings, 2007;March & Horner, 2002;McCurdy, Kunsch, & Reibstein, 2007;Todd, Kaufman, Meyer, & Horner, 2008) …”