Jennifer O’Connor Oakland Schools Behavior Consultant Understanding the Function of Biting and Other Challenging Toddler Behaviors

Agenda Factors that influence challenging behaviors (including biting) Developmental factors that influence biting behaviors Creating a plan  What do we need to know?  What would a plan look like?  Who implements plan? Responding to biting behaviors Sharing information with families

Why do some children bite?

“The biggest reason that infants and toddlers bite others is that they are learning the difference between self and other, the skills of self-regulation, how to express feelings, how to show empathy and take the perspective of others, and how to express their needs and desires.” - Donna Wittmer

TEACH Factors Temperament Environment Attention Communication Hungry/Thirsty Expressing strong feelings Sleepy/Sick And often biting does “work” – it can get them what they want (attention, toy, space) and it can help them avoid what they don’t want.

Temperament Traits Sensitivity Intensity Activity Mood Adaptability Biological Rhythms Approach/withdrawal Persistence Distractibility

What developmental factors might influence biting and other challenging behaviors ?

Developmental Factors Sensitivity to oral sensations Beginning to see others as barrier to gratification Not able to take on perspective of others Inability to delay gratification Newly developing impulse control Attentive to adult language but receptive language skills are developing Easier to focus on starting an action than stopping an action Difficulty stopping a body in motion/emerging motor control and motor planning Beginning to explore their own power/ cause and effect relationships Beginning to predict sequence of events

“It is important to have a full understanding of the infant’s/toddler’s physical/medical status, developmental status, and medical/intervention history before developing interventions.” Lise Fox

What can we do? No magic wand Collect information about when behavior occurs  What happens before, during and after  Include time, date, location, and adults present  What else would be helpful?

Analyze data and look for patterns Does it happen at certain times of the day/routine? Does it happen when primary caregiver is present? Are there certain times when it never happens? Does it happen under certain conditions (in a particular area, with a particular child, over a particular type of toy) Have there been any changes in child’s life?

Use data/observation to make a hypothesis and put a plan together to test it out. Use knowledge of challenging behavior factors (TEACHES) and developmental factors to create plan.

“Intervention approaches for infants and toddlers must be focused on the parent and/or caregiver interaction and the child.” Lise Fox

TEACH Factors Temperament Environment Attention Communication Hungry/Thirsty Expressing strong feelings Sleepy/Sick

We have discussed what factors influence biting behaviors and we have looked at our role in promoting and teaching alternate behaviors. But what do we do when a bite has happened or been attempted? The answer is….. It depends.

Two children tumbling together on mats and one rolls onto the other. The squished child, Sarah, looks like she is about to bite Jane. Adult response: “Sarah! It looks like you and Jane are tumbling. She rolled right on top of you.”

Billy smiles when he sees Emma. He rushes up to hug her and puts his mouths on her head. (In the past, this has resulted in a bite on the head). Adult response: “Billy, you are hugging Emma. Can you blow her a kiss? Emma, can you catch it?”

Davy has been playing with the Thomas train all morning. He leaves to get his diaper changed and when he returns, Mike has the train. Davy grabs the train from Mike and Mike bites Davy. Davy screams and hits Mike with the train. Adult response: ?????

Sharing Resources Read first! Check for developmentally appropriate content Focus on Peers: The Importance of Relationships in the Early Years by Donna Wittmer Internet Resources   

Questions?