Now What? Exploring What a Behavioral Incident Report and Other Data Sources Have to Offer

1. 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

2. 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

3. Agenda • Why do we need data? • Data Sources • Define the BIR • Explore the BIR • What does this data look like for you - activity

4. 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

5. Challenging Behavior What do you see?

6. Challenging Behavior

7. Challenging Behavior • Do we know? • We can guess? • How do we discover the true meaning of the child’s behavior?

8. Challenging Behavior • Observe and take anecdotal notes • Video tape • Tally sheet • BIR

9. Becoming a Detective We know behavior: • is communication • serves a purpose • is a child’s best guess at problem solving

10. Becoming a Detective In simple terms… • To get something • To escape something • To change a “state”

11. Becoming a Detective • Observe and take anecdotal notes • Video tape • Tally sheet • BIR

12. Behavior Incident Report BIR as a tool EFFICIENT & EFFECTIVE

13. Behavior Incident Report

14. Behavior Incident Report

15. Behavior Incident Report February at Hope Nursery School

16. Exploring the BIR

17. Discovery?? DECEMBER JANUARY • 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.

18. Analyzing January’s BIRs Data

19. 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.”

20. INCENTIVE IDEA!!

21. Analyzing February’s BIRs Data

22. 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.

23. 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?

24. Behavior Incident Report Your Turn Use the blank BIRs during this activity to record what you see.

25. Behavior Incident Report Video Justin on the Playground

26. Behavior Incident Report Video Justin at nap time

27. Behavior Incident Report Video Justin on the Playground 2

28. Behavior Incident Report BIR Reflection What do you notice?

29. 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?

30. 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

31. Behavior Incident Report Thoughts, Questions, Feedback

32. Thanks for your participation! Now What?Exploring What a Behavioral Incident Report and Other Data Sources Have to Offer