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Information on BEP-RTI

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

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Information on BEP-RTI

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  1. Information on BEP-RTI By: Ms. Amy Evans

  2. 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

  3. 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

  4. 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

  5. “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

  6. 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

  7. 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

  8. 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

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. 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

  16. 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

  17. 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

  18. 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

  19. 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

  20. 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)

  21. 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

  22. 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

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