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| Improving School-Wide Behavior Support Programs |
| Monday, May 30, 2005 |
| 1:30 PM–2:50 PM |
| Williford C (3rd floor) |
| Area: EDC |
| Chair: Shanna Hagan-Burke (University of Georgia) |
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| School-Wide Positive Behavioral Support |
| Domain: Applied Research |
| SHANNA HAGAN-BURKE (University of Georgia), Mack D. Burke (University of Georgia), Tracy L. Blankenship (University of Georgia), Maria F. Wynne (University of Georgia) |
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| Abstract: Addressing the social-behavioral issues presented by children from diverse backgrounds is of great social significance. States across the nation are serving students who are entering school who are more different than similar to one another. Many of these learners are exposed to risk factors that place them at-risk for developing antisocial behavior patterns. To address the needs of at-risk students, effective and efficient prevention and intervention approaches should be implemented focused on preventing the occurrence and development antisocial behaviors. The purpose of this presentation is to provide results from a cohort of elementary and middle schools who are implementing School-Wide Positive Behavioral Support. Initial results will be provided focused on fidelity of implementation measures and office discipline referrals. Challenges of implementing positive behavioral support on a large scale will be discussed. |
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| When School-Wide Behavior Support is Not Enough: Implementing the Behavior Education Program to Reduce Problem Behavior |
| Domain: Applied Research |
| LEANNE HAWKEN (University of Utah), Katherine Sandra MacLeod (University of Utah) |
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| Abstract: The BEP is a targeted intervention that can be implemented school-wide to support students who demonstrate persistent but not dangerous patterns of problem behavior and who do not respond well to school-wide behavioral expectations. This paper will present preliminary results of an OSEP funded three year research project examining the effects of the BEP at the elementary school level. An overview of the BEP will be discussed with a framework for how it fits into a school's overall system of behavior support. The presentation will include the effects of the BEP on office discipline referrals as well as data on fidelity of implementation. For example, 9 of the 12 (75%) students included in the study showed reductions in office discipline referrals. Social validity informationas it relates to program acceptance, efficiency and effectiveness of the program will also be presented. Examples of schools currently using the BEP will be discussed. |
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| An Application of the Behavior Education Program (BEP): Procedures, Suggestions for Set Up and Monitoring |
| Domain: Applied Research |
| KATHERINE SANDRA MACLEOD (University of Utah), Linda Rawlings (Academy Park Elementary School) |
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| Abstract: The Behavior Education Program (BEP) is a targeted intervention that can be implemented school wide to support students who demonstrate persistent but not dangerous patterns of problem behavior and who do not respond well to school-wide behavioral expectations. This session will provide details of an application of the BEP in a 655 student elementary school with a high "at risk" student population. Strategies on fitting the BEP into a schools overall system of behavior support will be provided. Procedures for intervention development, methods of program evaluation and methods for ensuring on going teacher support will be discussed. This session will provide researchers and educators with practical information on setting up the BEP and ensuring continued effectiveness. |
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