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

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A Systematic Evidence Review of the Check-In/Check-Out Program for Reducing Student Challenging Behaviors (2015, background): “These results are certainly concerning given that secondary tier interventions are meant to be implemented across students rather than represent an intensive, individualized intervention (Hawken et al., 2007).”
A Review of Tier 2 Interventions Conducted Within Multitiered Models of Behavioral Prevention (2014, methodology): “(continued) Components Cheney, Flower, and Templeton (2008) Lane et al. (2008) Todd, Campbell, Meyer, and Horner (2008) Cheney et al. (2009) Student status SPED = 23 (not reported = 9) OHI = 2, DD = 6, SLI = 1, ASD = 1, LD = 3, EBD = 1 SSBD: externalizing = 94, internalizing = 33 SPED = not reported”
Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior (2009, background): “In addition to the robust evidence for direct behavior ratings (see Chafouleas, Riley-Tillman, Christ, & Sugai, this issue), 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 en”
A 2-Year Outcome Study of the Check, Connect, and Expect Intervention for Students At Risk for Severe Behavior Problems (2009, background): “This finding was replicated when Hawken, MacLeod, and Rawlings (2007) used the BEP to decrease office referrals with a sample of elementary-aged students.”