NOW WHAT?EXPLORING WHAT A BEHAVIORAL INCIDENT REPORT AND OTHER DATA SOURCES HAVE TO OFFER

Carbon Lehigh Intermediate Unit 21

Positive Behavior Support Grant

2009-2011

WHO ARE WE?

Suzanne Mulhern – Lehigh Carbon Community College, Adjunct Faculty and Internal Coach

LeAnne Lorenzo – Carbon Lehigh Intermediate Unit 21, Early Childhood Consultant for Preschool Inclusion and External Coach

Group

AGENDA

Why do we need data?

Data Sources

Define the BIR

Explore the BIR

What does this data look like for you - activity

OJECTIVES

Participants will

Investigate the various data sources available for use

Determine how the BIR functions as a tool for staff to guide decisions on challenging behavior

Explore the function of the BIR as a Team

CHALLENGING BEHAVIOR

What do you see?

CHALLENGING BEHAVIOR

CHALLENGING BEHAVIOR

Do we know?

We can guess?

How do we discover the true meaning of the child’s behavior?

CHALLENGING BEHAVIOR

Observe and take anecdotal notes

Video tape

Tally sheet

BIR

BECOMING A DETECTIVE

We know behavior:is communication

serves a purpose

is a child’s best guess at problem solving

BECOMING A DETECTIVE

In simple terms…

To get something

To escape something

To change a “state”

BECOMING A DETECTIVE

Observe and take anecdotal notes

Video tape

Tally sheet

BIR

BEHAVIOR INCIDENT REPORT

BIR as a tool

EFFICIENT&

EFFECTIVE

BEHAVIOR INCIDENT REPORTHope Church Nursery School - Behavior I ncident Report - BI R

Child’s First Name: ______________________ Reporting Teacher: ____________________

Date: ____________________________ Time of Occurrence: ___________________

Behavior Description:

Problem Behavior – check most intrusive:

Aggression Self injury Self Stimulatory Behavior Disruption/Tantrum Inappropriate Language

Non-compliance Teasing Biting Running away Property damage

Unsafe behaviors Kicking, hitting, punching Other

Location of Incident – check one:

Regular classroom Playground Music Room

Hallway Bathroom Other Classroom

Lunch Room Other

Activity – check one:

Arrival Classroom jobs Large group activity Small group activity Center Learning Circle

Snack Time Library Time Outdoor Play Special activity Self-care FAO Hope

Lunch Bunch Departure Transition Individual Activity Other

Others Involved: Check all that apply:

Teacher Assistant Teacher Therapist Family Member

Director/Assistant Director

Substitute Peers

None Other

Possible motivation – Check one:

Obtain desired item Obtain desired activity Gain peer attention

Gain adult attention Avoid task Avoid peers

Avoid adults Don’t know Other

Strategy/Consequence – Check all that apply:

Verbal reminder Redirection Removal of item Curriculum

modification Move within group

Remove from activity Time with other adult

in different classroom Family Contact Removal from class Ignore the behavior

Time with support staff

Physical guidance Home with parent Other

Comments: ________________________________________________________________________________________________________________________

BEHAVIOR INCIDENT REPORT

BEHAVIOR INCIDENT REPORT

February at

Hope Nursery School

EXPLORING THE BIR

Total # of BIRS Submitted Each Month

September October November December January

10 8 8 16 13

DISCOVERY??

Total # of BIRs: 16

One teacher submitted thirteen BIRs.

Explore BIRs with the Core Leadership team;

“What are the BIRs telling us?”

Total # of BIRs: 13

Increase to eight teachers submitting BIRs.

The “a-ha” moment! Using BIRs can help explore challenging behavior in different ways.

DECEMBER JANUARY

ANALYZING JANUARY’S BIRS DATA

January Behavior Incident ReportsTeacher/

ClassNP MPJ IK RN JG MB LB RL SM

# of BIRs

2 1 2 1 3 1 1 1 1

Same Child

No No No No Yes No No No No

Same Location

Yes No No No Yes No No No No

Same Activity

Yes No No No Yes No No No No

BRAIN STORMING

Increase of teachers submitting BIRs allowed team to look at what data the BIR had to offer in a different perspective.

Explore the following attributes: teacher(s), child(ren), location, activity.

Address the attitude of staff, “If I submit a BIR, I may not be doing my job.”

INCENTIVE IDEA!!

ANALYZING FEBRUARY’S BIRS DATA

February Behavior Incident ReportsTeacher

ClassNP MPJ IK RN JG MB LB RL AK

# of BIRs 2 2 5 9 3 7 0 1 7

Same Child/ren

No Yes Yes1

Yes2

Yes Yes 1

0 No Yes 2

Same Location

Yes No Yes Yes Yes Yes 0 No Yes

Same Activity

No No Yes Yes Yes Yes 0 No Yes

POSSIBLE CONCLUSIONS Teachers and staff need to feel safe to have the

ability to submit BIRs.

Exploring hypotheses with the Core Leadership Team can allow for an objective perspective.

Discussing the hypothesis with staff should be done with active listening. Remember that all behavior is serving a purpose.

Remember to explore reasons and ask, “Why are the BIRs decreasing?”

Look at the BIR as a snapshot of the possibilities for challenging behavior.

REMEMBER!! Behavior serves a purpose…..

Become the detective and investigate:

Is the behavior to obtain attention?

Is the behavior to escape the activity?

Does the behavior help to support a change in stimulation?

BEHAVIOR INCIDENT REPORT

Your Turn

Use the blank BIRs during this activity to record what

you see.

BEHAVIOR INCIDENT REPORT

Video

Justin on the Playground

BEHAVIOR INCIDENT REPORT

Video

Justin at nap time

BEHAVIOR INCIDENT REPORT

Video

Justin on the Playground 2

BEHAVIOR INCIDENT REPORT

BIR Reflection

What do you notice?

REFLECTION

Whole group…some questions to consider

What do the three BIRs tell you about Justin?

What strengths does Justin have?

What behaviors does Justin need help with?

What other data would help?

OJECTIVES – A REVIEW

Participants will

Investigate the various data sources available for use

Determine how the BIR functions as a tool for staff to guide decisions on challenging behavior

Explore the function of the BIR as a Team

BEHAVIOR INCIDENT REPORT

Thoughts, Questions, Feedback

THANKS FOR YOUR PARTICIPATION!

Now What?Exploring What a

Behavioral Incident Report and Other Data Sources

Have to Offer