This bestselling book has been used in schools across the country to establish efficient and cost-effective systems of Tier II positive behavior support. The Behavior Education Program (BEP) was developed for the approximately 10-15% of students who fail to meet schoolwide disciplinary expectations but do not yet require intensive, individualized services. Clear, step-by-step guidelines are provided for implementing the approach, which incorporates daily behavioral feedback, positive adult attention, and increased homeschool collaboration. In a large-size format with lay-flat binding to facilitate photocopying, the book includes reproducible daily progress reports, handouts, and planning tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman. New to This Edition *Significantly revised for even greater flexibility and user friendliness. *Chapters on high school implementation, preschool implementation, tailoring the BEP for a particular school, cultural considerations, and measuring intervention effectiveness. *Describes how the program can fit into a response-to-intervention framework as a Tier II intervention. *18 of the 26 reproducibles are new or revised. *Expanded FAQ section and expanded chapter on training needs and approaches.See also the authors related work on intensive interventions for severe problem behavior, Building Positive Behavior Support Systems in Schools, Second Edition: Functional Behavioral Assessment. Also available: Dr. Hawkens training DVD, The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk, which demonstrates the BEP in action.

This bestselling book has been used in schools across the country to establish efficient and cost-effective systems of Tier II positive behavior support. The Behavior Education Program (BEP) was developed for the approximately 10-15% of students who fail to meet schoolwide disciplinary expectations but do not yet require intensive, individualized services. Clear, step-by-step guidelines are provided for implementing the approach, which incorporates daily behavioral feedback, positive adult attention, and increased home–school collaboration. In a large-size format with lay-flat binding to facilitate photocopying, the book includes reproducible daily progress reports, handouts, and planning tools. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman. New to This Edition *Significantly revised for even greater flexibility and user friendliness. *Chapters on high school implementation, preschool implementation, tailoring the BEP for a particular school, cultural considerations, and measuring intervention effectiveness. *Describes how the program can fit into a response-to-intervention framework as a Tier II intervention. *18 of the 26 reproducibles are new or revised. *Expanded FAQ section and expanded chapter on training needs and approaches.See also the authors' related work on intensive interventions for severe problem behavior, Building Positive Behavior Support Systems in Schools, Second Edition: Functional Behavioral Assessment. Also available: Dr. Hawken's training DVD, The Behavior Education Program: A Check-In, Check-Out Intervention for Students at Risk, which demonstrates the BEP in action.

1. Introduction to the Behavior Education Program2. The Context for Positive Behavior Support in Schools3. The Basic BEP: Critical Features and Processes4. Getting a BEP Intervention Started5. Roles, Responsibilities, and Training Needs Related to Implementing the BEP, Deanne A. Crone, Leanne S. Hawken, and K. Sandra MacLeod6. Designing the BEP to Fit Your School7. Measuring Response to the BEP Intervention and Fading8. The Modified BEP: Adaptations and Elaborations9. High School Implementation of the BEP, Jessica Swain-Bradway and Robert H. Horner10. Adapting the BEP for Preschool Settings, Susan S. Johnston and Leanne S. Hawken11. Cultural Considerations and Adaptations for the BEP, Joan Schumann and Jason J. Burrow-Sánchez12. Frequently Asked Questions and Troubleshooting the BEP ImplementationAppendices:Appendix A.1. List of Acronyms and DefinitionsAppendix B.1. Working Smarter Not Harder OrganizerAppendix B.2. Request for Assistance FormAppendix B.3. Parental Permission FormAppendix B.4. Daily Progress Report—Middle School, Example 1Appendix B.5. Daily Progress Report—Middle School, Example 2Appendix B.6. Thumbs Up! TicketAppendix B.7. Daily Progress Report—Elementary School, Example 1Appendix B.8. Daily Progress Report—Elementary School, Example 2Appendix C.1. BEP Implementation Readiness QuestionnaireAppendix C.2. Voting Form for Implementing the BEP InterventionAppendix C.3. BEP Development and Implementation GuideAppendix D.1. BEP Check-In, Check-Out Form—Elementary SchoolAppendix D.2. BEP Check-In, Check-Out Form—Middle/High SchoolAppendix E.1. Reinforcer ChecklistAppendix F.1. BEP Fidelity of Implementation Measure (BEP-FIM)Appendix F.2. BEP Acceptability Questionnaire—Teacher VersionAppendix F.3. BEP Acceptability Questionnaire—Student VersionAppendix F.4. BEP Acceptability Questionnaire—Parent VersionAppendix G.1. BEP ContractAppendix G.2. BEP Support PlanAppendix G.3. Functional Behavioral Assessment—Behavior Support Plan Protocol (F-BSP Protocol)Appendix G.4. Functional Assessment Checklist for Teachers and Staff (FACTS)Appendix H.1. High School BEP Referral FormAppendix H.2. High School Daily Plan AgendaAppendix H.3. Reinforcer Checklist for High School BEP