Information on BEP-RTI
By: Ms. Amy Evans
Behavior Educational Program-Response to
Intervention (BEP-RTI)
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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
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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
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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
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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)
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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
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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
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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
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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)
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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
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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
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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)
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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
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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
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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
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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
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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
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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
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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