Responding to Problem Behavior in School: The Behavior Education Program

By Damon Korb. 2006

226 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/905e4f6fa72d3aad7161a33491af294fbfbac2d2

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In Developmental and Educational Psychology

Citations in the corpus

Differential Effects of a Tier Two Behavior Intervention Based on Function of Problem Behavior (2009, methodology): “Students were referred to participate in the CheckIn/Check-Out intervention by their classroom teachers through their usual school’s request for assistance and behavior assistance team process.”
A 2-Year Outcome Study of the Check, Connect, and Expect Intervention for Students At Risk for Severe Behavior Problems (2009, methodology): “Daily Progress Report The nine schools in the study used a DPR (Crone et al., 2004) to fit their unique school expectations and evaluation periods.”
Enhancing Effects of Check-in/Check-out with Function-Based Support (2008, background): “, three times per day), teachers allot points for meeting defined behavior goals and also provide feedback to the student; and (c) tangible and intangible rewards for earning a predetermined number of points (Crone et al., 2004).”
Effects of the Behavior Education Program (BEP) on Office Discipline Referrals of Elementary School Students (2007, background): “The goal of the BEP is to prevent students from engaging in severe problem behavior (Crone et al., 2004).”
Disciplinary Referrals for Culturally and Linguistically Diverse Students with and without Disabilities: Patterns Resulting from School-Wide Positive Behavior Support (2011, background): “Students who are non-responsive to the universal tier of support often benefit from secondary interventions consisting of additional supports that increase the structure and predictability of the school day, such as increased feedback from adults throughout the day and assistance in setting and meet”
Comparing a Behavioral Check-In/Check-Out (CICO) Intervention to Standard Practice in an Urban Middle School Setting Using an Experimental Group Design (2011, methodology): “…this study was conducted to address the following research question: Will a standardized CICO behavior intervention (i.e., BEP as described by Crone et al., 2004) decrease the level of off-task behavior (as measured by direct observations and teacher ratings) for a targeted group of students…”
What We Know and Need to Know about Preventing Problem Behavior in Schools (2008, background): “At the secondary intervention tier, uniform but more specialized behavior supports are added for those students whose behaviors are not sufficiently responsive to primary tier interventions ( Crone, Horner, & Hawken, 2004 ).”
Response to Intervention for Social Behavior (2008, methodology): “, 1999), a Tier 2 academic reading intervention for students with fluency difficulties, involve the same time, money, and resources as the Behavior Education Program (Crone et al., 2004), a Tier 2 behavior intervention? Because applying RtI to both academic and social behavior is relatively new in t”
Examining the Evidence Base for School-Wide Positive Behavior Support (2010, methodology): “This intervention has also been implemented as the Behavior Education Program (BEP) and employs elements of daily evaluation that have long been part of school-based behavioral interventions (Chafouleas, Christ, Riley-Tillman, Briesch, Chanese, 2007; Chafouleas, Reiley-Tillman, Sassu, LaFrance, & Pa”
The Effects of a Targeted Intervention to Reduce Problem Behaviors (2008, background): “Parents signed the report and the student brought the report back to school for the next morning check-in (see Crone et al., 2003) Results Functional Behavior Assessment Prior to beginning data collection, a functional behavior assessment was conducted for all four participants.”