PowerPoint Presentation

Essential Tools for Using BIRS!

Early Years Project

Behavior Incident Reporting System (BIRS)

Behavior in preschool?A little judicious review !RESEARCH SAYS:

It begins early between 10-30% of preschool students are not behaviorally and emotionally ready to succeed in school Early problem behavior is predictive of future challenges and the best predictor of delinquency in adolescence, gang membership, incarcerationChildren who are identified as hard to manage at ages 3 and 4 have a high probability (50:50) of continuing to have difficulties into adolescence (Campbell & Ewing, 1990; Egeland et al., 1990; Fischer, Rolf, Hasazi, & Cummings, 1984).

Challenging Behavior Basic AssumptionsChallenging behavior usually has a message- I am bored, I am sad, you hurt my feelings, I need some attention.Children often use challenging behavior when they dont have the social or communication skills they need to engage in more appropriate interactions.Behavior that persists over time is usually working for the child.We need to focus on teaching children what to do in place of the challenging behavior.

Think it over?If a child doesntt know how to read, we teach. If a child doesnt know how to swim, we teach. If a child doesnt know how to multiply, we teach. If a child doesnt know how to drive, we teach. If a child doesn't know how to behave, we..... .teach? punish?

Why cant we finish the last sentence as automatically as we do the others?

Tom Herner (NASDE President, Counterpoint 1998, p.2)

4Choral reading Changing Our ViewTake the problem away from the child and ask:Why is this behavior happening?What changes can I make to prevent the problem from occurring and teach the child new skills?

5We need to understand why challenging behaviors happen and what purpose they serve. We then need to implement interventions for these behaviors at an early age that help children learn new behaviors. Develop preventative interventions that are practical and ongoingA Very Quick ReviewUnderstanding Challenging BehaviorsForm vs. FunctionFormWhat does the behavior look like?FunctionWhat is the purpose of the behavior from the childs perspective?

Forms of Challenging BehaviorAggression TantrumNoncomplianceHittingScratchingKickingBitingThrowing thingsPinchingThreateningScreamingCryingWhiningCussingRefuses to respond to a request

Passive when a request is made

Social WithdrawalSelf Injury/ Repetitive Primarily plays alone

Doesnt respond to peers attempts to playScratching selfBiting selfHitting selfRocking back and forthSpinning objectsChallenging Behavior Works !Children engage in challenging behavior because it works for them.Challenging behavior results in the child gaining access to something or someone (i.e., obtain/request) or avoiding something or someone (i.e., escape/protest).

8Functions ofChallenging BehaviorAttentionTangible/ActivitySensory StimulationObtainAdultPeerToys/ItemsFoodActivitySensory StimulationEscapeAdultPeerToys/ItemsFoodActivitySensory Stimulation9Why do children use these behaviors?What is the purpose or outcome for the child?Consider..Behavior EquationAntecedent/Setting EventAntecedent/Trigger

BehaviorMaintaining ConsequenceQuan arrives on time having eaten breakfast Quan approaches computer and sees child working on program.

Quan moves his picture to indicate that he is next. Quan observes and waits for his turn.

Child leaves computer and Quan sits down and begins working.10Setting event -Event that occurs at another time that increases the likelihood the child will have challenging behavior. Setting events serve to set the child up to have challenging behavior.

Changing Behavior with Data

Using the BIRS

Why Behavior Incident Reports (BIRS)? BIRS will help Early Childhood teams isolate challenges with specific childrenIdentify factors related to specific challenges (activity, behavior type, motivation)Make decisions on how to support the child and teacher based on the data To be able to see changes in behavior over time

Working Smarter, Not Harder

Changing our Language=Data for Precision Classroom is out of controlMs. T has lots of behavior problemsEmily is an aggressive childWe have a major problem with behavior

VS

Class A had 20 behavior incidents last monthMs. T had 12 incidents in October, 3 in November and 2 in DecemberEmily had 26 incidents of aggression in Sept.The program overall had 32 incidents in Sept., 48 incidents in October and 36 in November

BIRS Data Drives Decision Making The BIR is completed for any behavior that is perceived as challenging.Look at the situation in which the behavior occursIdentify and describe the challenging behaviorIdentify what events, people, activities, are associated with the behavior

Who (teacher, child)Where (activity)What behaviorsHow Frequent (total per month)15BIR Worthy!Always for running away, aggression with injury, intentionally injuring self

Consider those behaviors that: Cause injury to self, or othersCause damage to the physical environmentSocially isolate a childDo not respond to typical child guidance procedures Behaviors that seem alarming Behaviors persist despite redirectionSignificantly interfere with learning new skills

BIRS Form ActivityRemember not every behavior is BIR worthy! Select one behavior or the most intrusive.

Complete after incident occurs (should take about 30 sec)

Activity- Review the handout alone With a partner, write down 3 important pointsShare out

Review Instructions Tell you when and how to complete formOperational definitions of behavior and activities and strategies

Not meant to capture every behaviorMeltdowns normalMeant to capture serious

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BIR Worthy Activity Examples??BIR Video Sample 1

BIR Video Sample 2

BIR Video Sample 3

Questions? Next Steps!