1. Essential Tools for Using BIRS! Early Years Project Behavior Incident Reporting System (BIRS)

2. 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, incarceration Children 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). Children 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).

3. Challenging Behavior Basic Assumptions Challenging 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 don ’ t 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.

4. Think it over? “ If a child doesn‘t ’ t know how to read, we teach. ” “ If a child doesn‘t know how to swim, we teach. ” “ If a child doesn‘t know how to multiply, we teach. ” “ If a child doesn‘t know how to drive, we teach. ” “ If a child doesn't know how to behave, we……..... ……….teach? ………punish? ” “ Why can ’ t we finish the last sentence as automatically as we do the others? Tom Herner (NASDE President, Counterpoint 1998, p.2)

5. Changing Our View Take 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?

6. A Very Quick Review Understanding Challenging Behaviors Form vs. Function Form What does the behavior look like? Function What is the purpose of the behavior from the child ’ s perspective?

7. Forms of Challenging Behavior AggressionTantrumNoncom pliance Hitting Scratching Kicking Biting Throwing things Pinching Threatening Screaming Crying Whining Cussing Refuses to respond to a request Passive when a request is made Social Withdrawal Self Injury/ Repetitive Primarily plays alone Doesn‘t respond to peers attempts to play Scratching self Biting self Hitting self Rocking back and forth Spinning objects

8. Challenging 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).

9. Functions of Challenging Behavior AttentionTangible/ Activity Sensory Stimulation ObtainAdult Peer Toys/Items Food Activity Sensory Stimulation EscapeAdult Peer Toys/Items Food Activity Sensory Stimulation

10. Consider…..Behavior Equation Antecedent/ Setting Event Antecedent/ TriggerBehaviorMaintaining Consequence Quan 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.

11. Changing Behavior with Data

12. Using the BIRS

13. Why Behavior Incident Reports (BIRS)? BIRS will help Early Childhood teams isolate challenges with specific children Identify 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

14. Changing our Language=Data for Precision Classroom is out of control Ms. T has lots of behavior problems Emily is an aggressive child We have a major problem with behavior VS Class A had 20 behavior incidents last month Ms. T had 12 incidents in October, 3 in November and 2 in December Emily had 26 incidents of aggression in Sept. The program overall had 32 incidents in Sept., 48 incidents in October and 36 in November

15. 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 occurs Identify and describe the challenging behavior Identify what events, people, activities, are associated with the behavior

16. BIR Worthy! Always for running away, aggression with injury, intentionally injuring self Consider those behaviors that: Cause injury to self, or others Cause damage to the physical environment Socially isolate a child Do not respond to typical child guidance procedures Behaviors that seem alarming Behaviors persist despite redirection Significantly interfere with learning new skills

17. BIRS Form Activity Remember 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 points Share out

26. BIR Worthy Activity Examples?? BIR Video Sample 1 BIR Video Sample 2 BIR Video Sample 3

27. Questions? Next Steps!