1. MU Center for SW-PBS College of Education University of Missouri Team Workshop for Tier 2 Phase SW-PBS Teams: Session 2 Developing a Daily Check-In/Check-Out Intervention MO SW-PBS Training

2. MO SW-PBS Working Agreements Be Respectful Be an active listener—open to new ideas Use notes for side bar conversations Be Responsible Be on time for sessions Silence cell phones—reply appropriately Be a Problem Solver Follow the decision making process Work toward consensus and support decisions of the group

3. MO SW-PBS Attention Signal Practice When I raise my hand and ask for “ATTENTION HERE PLEASE” finish your conversation within 10 seconds and wait for the next instruction MO SW-PBS

4. Introduction Activity Write down two things that really get you to pay attention (check in) Write down two things that cause you to stop paying attention (check out) Share with your team Share with the group

5. MO SW-PBS Discussion: Review of Previous Session Identify five implementation components of CICO. Describe students who are most likely to benefit from CICO. Tell main findings of research associated with CICO.

6. MO SW-PBS Outcomes – Session 2 As the end of this session, you will be able to: Interpret student response to CICO intervention and make decisions based on data. Deliver implementation training according to audience needs (i.e., full staff, participating teachers, students, and families). Develop system for on-going monitoring of CICO implementation fidelity.

7. MO SW-PBS Student Recommended for CICO CICO Implemented Parent Feedback Regular Teacher Feedback Afternoon Check-out Morning Check-in CICO Coordinator Summarizes Data For Decision Making Bi-weekly CICO Meeting to Assess Student Progress Exit Program Revise Program 157

8. MO SW-PBS CICO In Your Setting: 1.Consider program design for your school. 2.Develop a daily progress report (DPR). 3.Design a reinforcement system. 4.Select a system for managing daily data. 5.Establish plans for fading. 6.Create staff training materials and time. 7.Provide information for students and parents.

9. MO SW-PBS Discussion: CICO Review Using the CICO Review from T2 Workbook, look at each feature and discuss the key points for each one with your team. What has been accomplished since last training? Have you begun piloting? How many? How has it been going? What problems have you encountered? 182

10. MO SW-PBS Trouble shooting Place any problems you have encountered on a sticky note and post on the large paper. We will address comments near the end of today’s training.

11. MO SW-PBS Monitoring Progress Is this information being collected and graphed for each student participating in CICO? Student Level of Performance Desired Level of Performance Trend Line-Actual Rate of Improvement Time to Goal 133-134

12. MO SW-PBS Discussion: Monitoring Progress Are there any problems to be solved concerning the monitoring of student progress? Are students graphing progress daily? Are data entered into an excel document at least weekly? ( Are there questions regarding the Advanced Tier Spreadsheet?) - Is there a person in place for this task? - What tool is being used?

13. MO SW-PBS Outcomes – Session 2 As the end of this session, you will be able to: Interpret student response to CICO intervention and make decisions based on data. Use data decision rules to determine when to continue, fade/graduate, or intensify. Deliver implementation training according to audience needs (i.e., full staff, participating teachers, students, and families). Develop system for on-going monitoring of CICO implementation fidelity.

14. MO SW-PBS Data Decision Rules A student in a Tier 2 Intervention should first reach the goal line within 3 weeks. (Sprague, 2008) The general recommendation from most researchers is that we need at least eight data points within 3 weeks of instruction before making a decision about whether or not an intervention change is needed. (Lembke, 2008)

15. MO SW-PBS 136

16. MO SW-PBS 135

17. MO SW-PBS Positive Response Trend Line

18. MO SW-PBS Positive Response Gap between trend line and goal line is closing at an acceptable rate.

19. MO SW-PBS Data Decision Rules Positive Response to the Intervention Continue intervention with current goal Continue intervention with goal increased If goal was not at 80% Teach self-management and begin fading intervention components to determine if the student has acquired functional independence (i.e., continues successful behavioral performance with less teacher feedback)

20. MO SW-PBS Discussion: Data Decision Rules How often will you discuss students in your tier 2 meetings? Students who are progressing and will continue in the intervention without changes may be discussed as a group. Students who are ready to fade, graduate, or intensify should be discussed individually.

21. MO SW-PBS Discussion: Data Decision Rules-Positive How long will a student have a positive response before they are faded? What are your fading procedures?

22. MO SW-PBS Guidelines for Fading Review Use data to guide decisions Consider fading on at least a quarterly basis Can coincide with grading or reporting periods Consider more often if number of students in program exceeds capacity 142

23. MO SW-PBS Guidelines for Fading… Each Tier 2 team should develop its own criteria for when the fading process begins. 80% or higher 4 of 5 days each week for 4 weeks. *Decisions should be based on majority of days versus student must always receive 80% or higher.

24. MO SW-PBS Guidelines for Fading… Tier 2 team should discuss each possible candidate for fading. Gradual process rather than abrupt drop. Ideally will incorporate a self-monitoring component. -Increases student responsibility -Increases ability to manage own behavior without adult prompting & redirection

25. MO SW-PBS Fading to Self Monitoring Student gives opinion on rating before teacher rates student for every recording period. Student rates behavior independently 1 out of 5 days a week, teacher checks 4 days. Student rates behavior independently 2 out of 5 days a week, teacher checks 3 days. Student rates behavior independently 3 out of 5 days a week, teacher checks 2 days. Student rates behavior independently 4 out of 5 days a week, teacher checks 1 day.

26. MO SW-PBS Fading to Self Monitoring Points are still totaled and graphed. Student still participates in checking in and checking out until self monitoring has shown positive results. Frequency of self monitoring is adjusted as needed.

27. MO SW-PBS Supporting Students After Graduation from CICO It is suggested that you provide students with incentives for continued success. Help with some aspect of the CICO program Quarterly Alumni Party -Establish criteria such as no ODRs during quarter Weekly alumni check-outs -Small reinforcer for continuing to be successful without CICO

28. MO SW-PBS Discussion: Data Decision Rules-Positive Graduating students: When will students graduate? After a certain length of time or on a quarterly basis? What is your graduation procedure? How will you check on those students who have graduated? Will you provide periodic rewards or incentives?

29. MO SW-PBS 135

30. MO SW-PBS Questionable Response to Intervention

31. MO SW-PBS Questionable Response Gap between trend line and goal line stops widening, but closure does not occur at an acceptable rate.

32. MO SW-PBS Data Decision Rules Questionable Response to the Intervention Was intervention implemented as intended? How do you know? If no - employ strategies to increase fidelity of implementation

33. MO SW-PBS Fidelity of Implementation Fidelity of Implementation = -Delivered as planned -All steps completed accurately “The positive outcomes that have been documented in the research literature are related to high fidelity of implementation by school staff” (Crone, Hawken & Horner, 2010, p. 88)

34. MO SW-PBS Data Decision Rules Questionable Response to the Intervention – Was intervention implemented as intended? If yes – Did the team follow decision rules to ID students requiring modifications? Reconsider Function Reconsider Goal Provide More Frequent Feedback Individualize Feedback Procedure Individualize the Reinforcer

35. MO SW-PBS Questionable Response If the team is satisfied that the intervention has been implemented with fidelity, then the team may decide to modify or intensify the intervention.

36. MO SW-PBS Questionable Response Other considerations: 1.Reconsider function Ensure the correct function was identified. Confirm the intervention aligns with the function. Review all features of the implemented intervention to determine alignment with the function. 2.Reconsider the goal Review the initial goal to ensure it was appropriately established based on the baseline data. Review student’s current daily percentages and adjust goal as appropriate to ensure student success; as success is achieved, begin increasing the goal.

37. MO SW-PBS How Do We Intensify An Intervention? Provide more frequent feedback Individualize the feedback procedure Add a self-monitoring component Individualize the reinforcer Match features of intervention to function of behavior

38. MO SW-PBS How Do We Intensify An Intervention? Provide more frequent feedback Implement additional feedback session with the intervention facilitator (i.e. noon check-in). Allow for more frequent interactions between the student and his or her teachers (i.e. shorten the time periods for ratings).

39. MO SW-PBS How Do We Intensify An Intervention? Individualize the feedback procedure Allow the student to select the adult with whom he or she will regularly meet to review progress. Cross out behaviors on the DPR which are not problematic for the student. Be more specific with behaviors which are problematic. Make sure time periods which are problematic are monitored on the DPR.

40. MO SW-PBS How Do We Intensify An Intervention? Add a Self-Monitoring Component 1.Identify target behavior 2.Define the target behavior 3.Collect baseline data 4.Design procedure and materials 5.Teach student to self monitor 6.Monitor progress 7.Follow up and fade

41. MO SW-PBS How Do We Intensify An Intervention? Individualize the reinforcer Collaboratively develop an individualized contract that specifies the reinforcers the student will earn. Allow the student to select an adult with whom he or she can spend additional time.

42. MO SW-PBS Example Modifications for the CICO Intervention Get Adult AttentionGet Peer AttentionAvoid Adult Attention Avoid Task or Activity Mid-day check- in More powerful reinforce (e.g., time with preferred adult Earn reinforcers to share with peers Activity based reinforce that friends can join Student picks up and returns DPR to designated location Earn reinforcers that allow escape (e.g., break or preferred activity) Self-monitoring Tasks matched with academic level of student High rates of reinforcement for effort Academic support or intervention 184

43. MO SW-PBS Additional Modification for CICO Specify the replacement behavior on the DPR for the matrix expectation which correlates to the individual student problem behavior Cross off on the DPR expected behavior which student is doing well so focus may be on the problem behavior

44. MO SW-PBS 135

45. MO SW-PBS Poor Response to the Intervention

46. MO SW-PBS Poor Response Gap between trend line and goal line continues to widen with no change in rate.

47. MO SW-PBS Data Decision Rules Poor Response to the Intervention Was intervention implemented as intended? How do you know? If no - employ strategies to increase fidelity of implementation.

48. MO SW-PBS Decision Rules Poor Response to the Intervention – Was intervention implemented as intended? If yes - – Was the problem identified correctly and addressed on the DPR? – Is intervention aligned with the function? – Are there other functions to consider? After the above questions are considered, discuss: -Change the Tier 2 Intervention? -Is student a candidate for Tier 3?

49. MO SW-PBS Decision Rules – Poor Response If problem behavior was not identified correctly, use intensifying procedures with the correct behavior specifically monitored on the DPR. If intervention does not align with function, change reinforcement to match OR move to a different intervention. Student may need individualized supports.

50. MO SW-PBS Modifying CICO for Some Students Regular review of student data will determine which students might benefit from program modifications. Students who inconsistently or rarely meet their goal may need intervention adjusted to meet specific function of their behavior. Simple Functional Behavioral Assessment (pages 98-104 of BEP manual)

51. MO SW-PBS Discussion: Self-Management, Fading and Graduation Planning CICO Intervention Development Checklist With your team, discuss the six indicators on the Plans for Self-Management, Fading and Graduation section of the CICO Intervention Development Checklist.

52. MO SW-PBS Intervention Essential Features çç MO SW-PBS Stop and add the following notes to your Intervention Essential Features Document: # 6, 7, 12

53. MO SW-PBS Action Planning: Self-Management, Fading and Graduation Add the following to your Action Plan: Goals: 1.Select one small group intervention that will be developed in your setting. A. Plan and implement the selected intervention (CICO). -Use Plans for Self-Management, Fading and Graduation section of the CICO Intervention Development Checklist. 4. Document interventions that are regularly available in your setting. A. Provide a written description of CICO. -Use Intervention Essential Features Template (IEF).

54. MO SW-PBS Outcomes – Session 2 As the end of this session, you will be able to: Interpret student response to CICO intervention and make decisions based on data. Deliver implementation training according to audience needs (i.e., full staff, participating teachers, students, and families). Develop system for on-going monitoring of CICO implementation fidelity.

55. MO SW-PBS CICO In Your Setting: Consider program design for your school. Develop a daily progress report (DPR). Design a reinforcement system. Select a system for managing daily data. Establish plans for fading. Create staff training materials and time. Provide information for students and families.

56. MO SW-PBS Training for Staff, Students, and Families It’s important to Teach members how to perform tasks associated with their role in the program. To ensure maximum effectiveness, explicit instruction should occur with each participant.

57. MO SW-PBS Plan for Staff/Teacher Training Topics for training: - Understanding the DPR - Value of Positive/Corrective Feedback Consider use of video samples to show positive and corrective feedback with the DPR Positive FeedbackPositive Feedback Corrective FeedbackCorrective Feedback - Data decisions for identification and monitoring Tips for providing feedback

58. MO SW-PBS Plan for Staff/Teacher Training Resources in T2 Workbook: - Implementation Script-Classroom Teacher - Manual resource list Initial Training Checklist-Teachers Frequently Asked Questions 193

59. MO SW-PBS Teacher Positive

60. MO SW-PBS Teacher Corrective

61. MO SW-PBS Tier 2 Handbook Your CICO chapter of your Tier 2 handbook will aid in your PD and communication efforts. It should contain: Name of the intervention and what type of student it is appropriate for Location and staff involved in checking in and out DPR and how to correctly complete it How student progress will be monitored Reinforcement schedule Rules for fading, graduating, or intensifying Plan for supporting students after graduation Description of orientation procedures and materials to teach staff, students, and families about the intervention

62. MO SW-PBS Discussion: Tier 2 Handbook Who will gather documents and materials for your CICO chapter? What materials will be included? How will it be disseminated to staff? Where will handbooks be kept? (or will each staff have their own?) When is the target date for this to be completed?

63. MO SW-PBS Discussion: Teaching Staff to Implement the Program CICO Intervention Development Checklist With your team, discuss the four indicators on the Teaching Staff to Implement the Program section of the CICO Intervention Development Checklist. When will all staff be trained in CICO?

64. MO SW-PBS Intervention Essential Features çç MO SW-PBS Stop and add the following notes to your Intervention Essential Features Document: # 5, 10, 11

65. MO SW-PBS Plan for Student Training Topics for training: Overview of the program Explanation of student goal Where to check-in and check-out Adding up daily point totals Progress monitoring Accepting positive and corrective feedback Procedures for taking the DPR home Initial training checklist-student

66. MO SW-PBS Discussion: Teaching Students to Participate in the Program CICO Intervention Development Checklist With your team, discuss the two indicators on the Teaching Students to Participate in the Program section of the CICO Intervention Development Checklist.

67. MO SW-PBS Intervention Essential Features çç MO SW-PBS Stop and add the following notes to your Intervention Essential Features Document: # 5

68. MO SW-PBS Plan for Parent Training Information for parents should include … Overview of the program (emphasize positive and time-limited nature of the program) Selection process Explanation of expected goal/outcome How to provide positive and corrective feedback Procedures for signing and returning the DPR summary sheet Generate a list of activities that can be earned for meeting daily point goal. Consideration of another adult other than parent Resources in T2 Workbook: - Implementation Script-Parent Initial Training Checklist-Parent 194

69. MO SW-PBS Discussion: Teaching Parents to Participate in the Program CICO Intervention Development Checklist With your team, discuss the two indicators on the Teaching Parents to Participate in the Program section of the CICO Intervention Development Checklist.

70. MO SW-PBS Intervention Essential Features çç MO SW-PBS Stop and add the following notes to your Intervention Essential Features Document: # 5, 9

71. MO SW-PBS Action Planning: Training Participants Add the following to your Action Plan: Goals: 3. Identify and train additional intervention facilitators as needed so that the intervention can be provided for greater numbers of students and sustained over time. Use the Teaching Staff to Implement the Program, Teaching Students to Participate in the Program, and Teaching Parents to Participate in the Program sections of the CICO Intervention Development Checklist. 4. Document interventions that are regularly available in your setting. A. Provide a written description of CICO -Use Intervention Essential Features Template (IEF )

72. MO SW-PBS Outcomes – Session 2 As the end of this session, you will be able to: Interpret student response to CICO. intervention and make decisions based on data. Deliver implementation training according to audience needs (i.e., full staff, participating teachers, students, and families). Develop system for on-going monitoring of CICO implementation fidelity.

73. MO SW-PBS Were All Parts of the Intervention Provided Accurately? 1.Fidelity of Intervention Implementation 2.Social Validity of Interventions 3.Intervention Outcomes 4.Intervention Features

74. MO SW-PBS Monitoring Fidelity of Intervention Implementation Definition Delivery of the intervention in the way in which it was designed to be delivered. (Gresham, MacMillan, Boebe-Frankenberger, & Bocian, 2000) When should fidelity be assessed? Fidelity checks should be designed and conducted on a regular basis. Fidelity checks should be conducted when data indicates a poor or questionable response to an intervention.

75. MO SW-PBS Fidelity of Intervention Implementation Two simple methods to assess CICO implementation are: DPR Review Direct Observation

76. MO SW-PBS Fidelity of Intervention Implementation DPR Review Did the student check-in? Were points awarded for each class period? Did the student check-out? Was student data totaled and recorded? Did the parent sign and are return DPR?

77. MO SW-PBS Measuring Fidelity of Implementation 204

78. MO SW-PBS Measuring Fidelity of Implementation

79. MO SW-PBS Fidelity of Intervention Implementation Direct Observation- tips for feedback: Provide consistent feedback and fill out DPR at the end of each interval. Feedback should be positive and corrective. Points should not be taken away prior to feedback.

80. MO SW-PBS Intervention Essential Features çç MO SW-PBS Stop and add the following notes to your Intervention Essential Features Document: # 12

81. MO SW-PBS Social Validity Definition Social validity focuses on whether the goals and the achieved outcomes are acceptable, socially relevant, and useful to the individual and to those who care about the individual. (Carr, Austin, Britton, Kellum, & Bailey, 1999)

82. MO SW-PBS Social Validity Provides an opportunity to: Identify and agree on the target area for intervention. Agree on appropriate, acceptable and attainable goals. Determine environmental supports that will reinforce use of new skills. Improved likelihood of commitment to implement and continue intervention until goal is met! MO SW-PBS

83. Social Validity Why assess social validity? “It matters very little whether or not the intervention achieves the intended behavior change if those members of society who will maintain the behavior change do not value the change or the way that the change was achieved.” (Schwartz & Baer, 1991)

84. MO SW-PBS Intervention Essential Features çç MO SW-PBS Stop and add the following notes to your Intervention Essential Features Document: # 13

85. MO SW-PBS Monitoring Intervention Outcomes “A fundamental question after implementation of a new practice or program is considering the extent to which it worked. In other words, how well did the practice meet an identified need and for whom was the practice most effective?”

86. MO SW-PBS Monitoring Intervention Outcomes At a minimum, Tier 2 Teams should consider the following at the end of each school year or intervention cycle: # of Students who Participated # of Students that Graduated # of Students that Required More Intensive Support

87. MO SW-PBS Monitoring Intervention Outcomes Name of Intervention Number of Students who Participated Number of Students that Graduated Number of Students who Participated in Tier 2 Intervention(s) but Required More Intensive Support Check-In, Check-Out Social Skills Intervention Group Check & Connect Self-Monitoring 146

88. MO SW-PBS Intervention Outcomes Data Sources: Intervention monitoring data (DPR, Advanced Data Spreadsheet, SWIS) Existing Data (Attendance, Achievement, ODR) 181-184

89. MO SW-PBS Intervention Essential Features çç MO SW-PBS Stop and add the following notes to your Intervention Essential Features Document: # 14

90. MO SW-PBS

91. Discussion: Fidelity, Social Validity, Outcomes CICO Intervention Development Checklist With your team, discuss the four indicators on the Fidelity, Social Validity, Outcomes, section of the CICO Intervention Development Checklist.

92. MO SW-PBS Action Planning: Monitor Intervention Outcomes Add the following to your Action Plan: Goals: 1.Select one small group intervention that will be developed in your setting. A. Plan and implement the selected intervention (CICO) -Use Plans for Self-Management, Fading and Graduation section of the CICO Intervention Development Checklist 4. Document interventions that are regularly available in your setting. A. Provide a written description of CICO -Use Intervention Essential Features Template (IEF)

93. MO SW-PBS Generalization & Maintenance Social skills instruction can be effective, but delivering social skills instruction so that generalization and maintenance occur is very difficult and has not been broadly perfected. (Gresham, Sugai & Horner, 2001) MO SW-PBS

94. Generalization & Maintenance Definition Generalization refers to the ability to perform a behavior outside the original training environment. Maintenance refers to the ability to perform a behavior over time. MO SW-PBS

95. Generalization & Maintenance Appropriate behavior becomes automatic in the natural settings and continues long term. Student becomes more independent with acquiring needed antecedents. Behavior has moved from short term replacement behavior to long term replacement behavior. Reinforcers have moved to more natural ones. Student is taught how to reinforce self. Natural reinforcement maintains behavior. MO SW-PBS

96. Generalization & Maintenance GOAL: It is meaningless to change behavior unless the change can be made to last and unless behavior will occur in settings other than the original training site and in the absence of the original trainer. (Alberto & Troutman, 2006) MO SW-PBS

97. Planning for Generalization Generalization should be embedded in the intervention from the first day planning is started. To know what behavior you want to continue in all settings, it is important to keep the behavior goals in mind. What behavior skills do you want the student to continue? Where are the strategies being taught? - multiple settings - multiple adults MO SW-PBS

98. Planning for Maintenance Natural reinforcers -observe which specific behaviors are regularly reinforced. Strategies for maintenance should consider necessary adaptations for culture or diverse learners-know student’s common experiences and challenging life circumstances. Instruct the student in a selected number of such naturally reinforced behaviors such as grooming, manners and social skills. MO SW-PBS

99. Planning for Maintenance Teach student how to recruit or request reinforcement-tactfully ask peers or others for approval or recognition or allow themselves a treat or a break because they have finished their work. Teach the student how to recognize reinforcement when it is offered. Gestures or facial expressions may be subtle reinforcement for many students. MO SW-PBS

100. Generalization & Maintenance Strategies To Use with intervention Use real life examples relevant to the students’ circumstances. Use existing schoolwide reinforcers. Use the language of school-wide PBS system. Use a number of teachers or other adults. Continue training for a sufficient amount of time. Be present first few occasions when student is practicing in generalized setting. MO SW-PBS

101. Discussion: Generalization and Maintenance Identify strategies you have used to promote generalization of skills you have taught your students. Share these strategies with a person from another school.

102. MO SW-PBS Intervention Essential Features çç MO SW-PBS Stop and add the following notes to your Intervention Essential Features Document: # 8

103. MO SW-PBS Action Planning: Generalization and Maintenance Add the following to your Action Plan: Goals: 1.Select one small group intervention that will be developed in your setting. A. Plan and implement the selected intervention (CICO) 4. Document interventions that are regularly available in your setting. A. Provide a written description of CICO -Use Intervention Essential Features Template (IEF)

104. MO SW-PBS Troubleshooting Address any problems teams have identified while conducting their CICO pilot. Brainstorm solutions.

105. MO SW-PBS Discussion: Making Plans Plan PD for all staff concerning CICO, including annual informational “booster” sessions. Get feedback from those staff involved with the pilot on process and ease of implementation. Develop a system of communication between coordinator and staff who are implementing in order to problem solve. Have a plan for more intensive, individual coaching as needed. Schedule data collection for Implementation Fidelity, Social Validity, Intervention Features and Intervention Outcomes.

106. MO SW-PBS Action Planning: CICO Add the following to your Action Plan: Goals: 1. Select one small group intervention that will be developed in your setting. -Check-in/Check-out 2.Pilot the intervention with a small number of staff, students, and families. 3.Identify and train additional intervention facilitators as needed so that the intervention can be provided for greater numbers of students and sustained over time. 4. Document interventions that are regularly available in your setting.

107. MO SW-PBS Outcomes – Session 2 As the end of this session, you will be able to: Interpret student response to CICO. intervention and make decisions based on data. Deliver implementation training according to audience needs(i.e., full staff, participating teachers, students, and families. Monitor intervention outcomes.

108. MO SW-PBS Contact Information: Dr. Deb Childs childsde@Missouri.edu 636/373-1533

109. MO SW-PBS Resources Crone, D. C. & Horner, R. H. (2003). Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment. New York: The Guilford Press. Crone, D. A., Hawken, L. S.. & Horner, R. H. (2010). Responding to Problem Behavior in Schools: The Behavior Education Program. New York: The Guilford Press. Crone, D. A., Horner, R. H. & Hawken, L. S. (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York: The Guilford Press. Hawken, L.S., Pettersson, H., Mootz, J. & Anderson, C. (2005). The Behavior Education Program: A Check-in, Check-out Intervention for Students at Risk. New York: Guilford Publications.

110. MO SW-PBS Resources Bohanon-Edmonson, H., Flannery, K. B., Eber, L., &Sugai, G. (2004). Positive Behavior Support in High Schools: Monograph from the 2004 Illinois High School Forum of Positive Behavioral Interventions and Supports. University of Oregon. Crone, D. C. & Horner, R. H. (2003). Building Positive Behavior Support Systems in Schools: Functional Behavioral Assessment. New York: The Guilford Press. Crone, D. A., Hawken, L. S.. & Horner, R. H. (2010). Responding to Problem Behavior in Schools: The Behavior Education Program. New York: The Guilford Press. Crone, D. A., Horner, R. H. & Hawken, L. S. (2004). Responding to Problem Behavior in Schools: The Behavior Education Program. New York: The Guilford Press. Hawken, L.S., Pettersson, H., Mootz, J. & Anderson, C. (2005). The Behavior Education Program: A Check-in, Check-out Intervention for Students at Risk. New York: Guilford Publications.