Check-in, Check Out – Part 1
(aka – Behavior Education Program or BEP
Leanne S. Hawken, Ph.D.
University of Utah
leanne.hawken@utah.edu
Leanne S. Hawken, PhD - 2011
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Behavior Education Program (BEP)
In
this DVD – look for:
 How
students are selected for the BEP
 Check-in
 Teacher Feedback
 Positive,
corrective, ignore minor problem behavior
 Check-out
 Data
for decision making
 Non-examples of how to implement the BEP
Leanne S. Hawken, PhD - 2011
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Behavior Education Program (BEP)
Leanne S. Hawken, PhD - 2011
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Critical Features of BEP




Intervention is continuously available
Rapid access to intervention (less than a week)
Very low effort by teachers
Positive System of Support



Implemented by all staff/faculty in a school
Flexible intervention based on assessment



Functional Assessment
Adequate resources allocated (admin, team)


Students agree to participate
bi-weekly meeting, plus 10 hours a week
Continuous monitoring for decision-making
Transition to self management
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Who is the BEP Appropriate for?
INAPPROPRIATE
– Serious or violent behaviors/
Low-level problem
infractions
behavior (not severe)
3-7 referrals
– Extreme chronic behavior (810+ referrals)
Behavior occurs across
multiple locations
– Require more individualized
Examples
support
•
talking out
• Functional Assessment
•
minor disruption
• Wrap Around Services
APPROPRIATE
–
–
–
–
•
work completion
Leanne S. Hawken, PhD - 2011
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How to identify students for BEP

Other Data to Consider




Absences & Tardies
In school detentions (lunch-time or after
school)
Interclass Time out / “Think Time”
Systematic Screening for Behavior
Disorders (SSBD)

Internalizers & Externalizers
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BEP Development and
Implementation: Tips
for Educators
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BEP Readiness Checklist
(Crone, Hawken, & Horner, 2010)





School-wide system (Tier 1) of behavior support in
place
Staff buy-in for implementation of the BEP
Administrative support
 Time & money allocated
No major changes in school climate
 e.g. teacher strikes, administrative turnover, major
changes in funding
BEP implementation a top priority
Leanne S. Hawken, PhD - 2011
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Working with Schools Interested in
Implementing the BEP

Provide Overview of BEP to Behavior Team


Provide Overview to all staff


Faculty vote
Half or full professional development day for
behavior team to develop BEP to fit school culture


On BEP DVD
See BEP Development & Implementation Guide
(Hawken, 2004) for training content
After BEP development, gather feedback from all
staff on format/structure of BEP
Ongoing coaching and feedback
Leanne S. Hawken, PhD - 2011
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BEP Development & Implementation Guide
(Hawken, 2004; see handout)


BEP overview to Behavior Team
How will the BEP be implemented in your school?





Who will be the BEP Coordinator or Coordinators??
Where will check-in and check-out occur?
What is the maximum number of students that can be
served on the BEP at one time?
What is the name of BEP for your school (e.g. HAWK
Program, HUG Program) and what is the Daily Progress
Report called?
Who will check students in and out when coordinator is
absent?
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Characteristics of an effective
BEP coordinator
 Flexibility
within job responsibility (e.g.,
Educational Assistant/Paraprofessional.)
 Positive and enthusiastic
 Someone the students enjoy and trust
 Organized and dependable
 Works at school every day
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What’s in a Name?

Behavior Education Program (BEP)


Kennedy Card Program


Hug Card
HAWK Program (Helping A Winning Kid)


Kennedy Card
Hello, Update, & Goodbye (HUG program)

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Daily Progress Report
Hawk Report
ROAR Program (Reinforcement of Appropriate Responses)

Wild Card
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*Caution with Using “Behavior Card” or “Behavior Plan”
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Daily Progress Report
1/5
Goals
2/6
3/7
HR
4/8
Be respectful
2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Be responsible
2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Keep Hand &
Feet to Self
2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Follow Directions 2
1
0 2
1
0
2
1
0
2
1
0
2
1
0
Be There –
Be Ready
1
0 2
1
0
2
1
0
2
1
0
2
1
0
2
TOTAL POINTS
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HAWK Report
Student _______________Teacher___________________
Date ________
Be Safe
0 = No
1= Good
2= Excellent
Be
Respectful
Keep hands,
feet, and
objects to self
Be Your Personal Best Teacher
initials
Use kind
words
and actions
Follow
directions
Working in
class
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Lunch
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Recess
0
1
2
0
1
2
0
1
2
Class
0
1
2
0
1
2
0
1
2
Total Points =
Points Possible =
Today ______________%
50
Leanne S. Hawken, PhD - 2011
0
1
2
0
1
2
0
1
2
0
1
2
Goal ______________%
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KENNEDY CARD
Name _____________________________________________________
Material
s
To Class
Worked
and Let
Others
Work
Follow
Directions
the First
Time
Teacher
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
2
1
No
2
1
No
2
1
No
Assignments:
Parent
Wow,
Wow,
Wow,
Wow,
Wow,
Wow,
= _____
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Goal =
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BEP Development & Implementation
Guide (Cont. Hawken, 2004)

Develop a reinforcement system for students on
the BEP
What will students’ daily point goal be?
 What reinforcers will students receive for checking in
and out (e.g., praise and lottery ticket)?
 What reinforcers will students receive for checking out
AND meeting their daily point goal?
 How will you ensure students do not become satiated
on the reinforcers?
 Consequences for students who receive major & minor
referrals?
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Notes on Developing a
Reinforcement System

Most schools include an opportunity for small daily
rewards (note: should always be paired with social praise)


Opportunity to earn larger reward



Snack/candy, sticker, school token, high five/
Points on a credit card
Stickers on a chart
Examples of Long term rewards:

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Free time: gym, computer, time with friends
Lunch with preferred adult
Coupons to snack bar, movie theater, school store
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Time with a preferred adult
is a powerful reinforcement tool!
Activity
ROAR Rewards
Who
When
Where
Official Signature
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Kennedy Credit Card
1
2
3
4
5
6
7
8
9
10
20
30
40
50
60
70
80
90
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Kennedy Credit Card
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>70% = 1 point on credit card
>80% = 2 points on credit card
>90% = 3 points on credit card
100% = 4 points on credit card
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REINFORCER CHECKLIST
To be completed by your student
Please answer YES or NO to if the item or activity is reinforcing/fun to you
(Someone can help you decide)
Activity Reinforcers
Video Game YES
NO
Basketball
YES
Swimming YES
NO
Magazine
YES
Watch DVD YES
NO
Drawing
YES
Walking
YES
NO
Field Trips
YES
Comic Books YES
NO
Puzzles
YES
Play Dough YES
NO
Board Game
YES
Craft Activities YES
NO
Card Game
YES
Please list any favorite activities or special favorites that you may have
Leanne S. Hawken, PhD - 2011
NO
NO
NO
NO
NO
NO
NO
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Big Ideas

Schools need different systems to deal with different
levels of problem behavior in schools.

Tier 2 interventions like CICO are efficient systems for
supporting students at-risk for more severe forms of
problem behavior.

Up to 30 students per BEP coordinator (depending on
school size/resources) can be served using CICO
intervention.

Some students are going to need more intensive support
than CICO can provide.
Leanne S. Hawken, PhD - 2011
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Manual on How to Implement
the BEP
Crone, Hawken, &
Horner (2010).
Responding to Problem
Behavior in Schools: The
Behavior Education
Program (2nd ed). New
York, NY: Guilford Press
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DVD on how to Implement the BEP
Hawken, Pettersson,
Mootz, & Anderson
(2005). The Behavior
Education Program:
A Check-in, Checkout Intervention for
Students at Risk.
New York, NY:
Guilford Press.
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