Information on BEP-RTI

By: Ms. Amy Evans

Behavior Educational Program-Response to Intervention (BEP-RTI)

• Agreeing on and establishing school rules

• Teach these rules to the students

• Gathering and recording behavior through observation

• Receiving positive incentives for appropriate behavior

• Providing the set of established rules to parents and encouraging them to reinforce them at the home environment

Behavior Support Team

• Usually includes coordinator, teacher, parent, and students

• Receive behavioral referrals

• Helps map out plan for behavioral change

• Teacher, parent, and teacher are interviewed using a form called the Functional Behavioral Assessment-Behavior Support Plan Protocol (F-BSP)

• Focused primarily in the Tertiary Prevention

BEP-RTI Coupon

• Teacher gives to student privately

• A positive reinforcement

• Given when goals are being met

• Worth double if signed by teacher

• Can be redeemed at coordinators office

“Check in, Check out” System

• Tertiary Prevention active procedure

• Goals from Behavior Support Plan

• Form called Daily Progress Report (DPR)

• Responsible for form between school and home

• Parent signs form and Student brings it back to the school coordinator

Daily Progress Report (DPR)

• A form used on daily bases

• Teacher encourages student to self-score

• Communicates why and on what behavior needs changing

• Form used on “Check in, Check out” System

• Provides Behavior Support Team information on the progress of the student

Data Based Decisions

• Classroom management based on

• Finding the targeted behaviors

• Gathering and recording observations

• Charted and monitored for progress

• Used with the help of ABC (Antecedent, Behavior, and Consequence) establishment

Functional Behavior Assessment (FBA)

• Tertiary intervention plan for needed support

• Behavior Support Team decided that the primary and secondary prevention levels were unsuccessful

• Detailed observations need to be recorded

• Development of an Individualized Behavior Plan (IBP)

• Consists mainly of a three step process (Step 1: Request for Assistance Form, Step 2: Teacher/Parent/Student Interviews, and Step 3: Establishing a Testable Hypotheses

Functional Behavior Support Plan Protocol (FBSP)

• Type of interview by the Behavioral Support Team (BST) to help figure out the underlying problem

• Establish a hypothesis that may be causing the behavior

• Modify old plans and make new ones as necessary

• Obtain specific, measurable, and objective information about student

• Record frequency, intensity, and context of the behavioral problem

High-5 Ticket

• Receive as an award for showing improvement on a behavior goal

• Can be redeemed at later time for a desired award

• Used as a motivator

• Teacher gives ticket in an “high Five” way

• May, however, be deemed more beneficial to some students to give in private setting

Individuals with Disabilities Education Improvement Act (IDEA)

• Federal Law

• Reauthorized in 2004

• Guidelines for school Special Education Program

• Defines thirteen possible disabilities

• Heavier emphasis on effective scientific based instruction are given to students

Motivational Goal: Relational

• Stems from a theoretical view

• Behavioral problems relating to wanting attention

• Used for creating testable hypothesis

• Solutions: could give more feedback and attention, provide more interaction, or use the attention as a stronger reward

• Motivational incentive for goals to become met

Motivational Goal: Avoidance

• Stems from a theoretical view

• Behavioral problems relating to escaping from people or events

• Used for creating testable hypothesis

• Use gathered data based information to see if there may be an underlying cause

• Use the information to try to avoid another behavior episode

No Child Left Behind Act (NCLB)

• Federal law

• Scientific based instruction used by classroom teachers

• Prove through data that students are learning

• Required the three tiered model to be implemented in schools

• Mission of providing student’s individual needs so they won’t fail

Primary Prevention

• First level of three tier model in the Positive Behavior Support (PBS)

• “Check in and check out” with school coordinator

• Uses daily progress report form

• Receives feedback from teacher

• Establishes up to five positive school wide rules

Request for Assistance Form (RAF)

• Forms available to all teachers in school

• Completes form on student with a behavior problems by teacher or other educator with direct contact

• Takes filled form to (BEP) committee

• Committee responds within three days

• Form indicates the methods tried within the classroom

Rewards

• BEP-RTI coupon

• High 5 ticket

• Used to help motivate student to behave appropriately

• Show students that someone is paying attention to them

• Helps students to achieve the goals that have been set for them

Secondary Prevention

• Second level of the tier model in the Positive Behavior Support (PBS)

• Increased attention and support from the first level

• About fifteen percent of students are represented in this level

• Referred to as students who are “at risk” for behavioral problems

• Goal is to stop the behavior from getting out of hand

Self-Scoring

• Shown improvement in their Daily Progress Report (DPR)

• Teacher stops scoring and allows the student to take the responsibility

• It is a process

• Teacher reviews the scores students give themselves

• Teacher gives feedback and encouragement as needed

Tertiary Prevention

• Third level of the tier model in the Positive Behavior Support (PBS)

• Most extreme behavior problems

• About five percent of the students

• Most needed support using a Functional Behavior Assessment (FBA) and an Individualized Behavior Plan (IBP)

• Begins with a Request for Assistance Form (RAF) and develops into a Daily Progress Report (DPR)

Testable Hypotheses

• Done at the tertiary level

• Behavior Support Team (BST) tries to figure out during the Functional Behavior Assessment (FBA)

• Determined cause of behavior

• In order to prevent worsening of behavior in the future

• Reasons and motivations behind behavior problem

Three-Tiered Positive Behavior Support

• A school-wide program

• Levels include primary, secondary, and tertiary

• Requires various amount of support from teachers and parents

• Categorizes the students behavior

• Similar to Response to Intervention (RTI) for academic model