
23:11
4-Missey from Forever Friends

23:38
I am having trouble hearing the audio

24:00
Colleen Sterling, Parsons Early Learning Center, Education & Disabilities Specialist 4

24:35
Gina Couture

25:24
If you are having trouble hearing with computer audio, feel free to switch to phone audio instead

27:17
Also, if you would like to share out loud via audio, feel free to raise your hand before unmuting- you can raise your hand by clicking “participants” in the black menu bar at the bottom of your screen, then clicking “raise hand” in the participants menu.

33:47
Will be receive this powerpoint to reference later?

35:55
Yes once I (Vicki) get the powerpoint and recording link I will send it out!

37:41
I'm not 100% familiar with the whole BIR process - is this part of Module 3 or something that's being implemented with the cohorts that are participating?

38:05
In October the BIR numbers spike

38:24
October spiked and was still pretty high in November

38:28
Looks like the "Honeymoon" ended in October

38:33
High # of BIR's in Oct and Nov. Average # is highest in October

38:38
Small numbers of children with BIR's

38:39
October and November have the most Blue BIR'S?

38:45
Spike in BIR for October and November. Honeymoon period over. They decline quickly after that, most likely with classroom teaching of rules and routines and putting some strategies in place

39:00
There was a high number of BIRs in October and they came from only 3 children.

39:01
October shows you that the "honeymoon" classroom period is over and structured routines are being put into place and some children are having trouble with those routines or activities

39:08
All the Cohorts collect BIR data and are supposed to send in the spreadsheets to me, and also use it in their Leadership team meetings

39:55
Octobers' spike with 3 children may have influenced children's behaviors in November with 7 children. But there are less per child from October.

40:16
Shows it takes time to implement new or different strategies

41:15
April spikes again because kids in Upstate NY the kids are finally able to go outside again, because the weather is better and behaviors rise again with a new routine

43:28
Why are more children having BIR's in November?

43:45
What surprises me is how little BIRs there are in general.

43:54
Are the children in the same classroom?

44:03
Do we see classroom patterns? Locations? Time of Day?

44:06
why is there a spike in April

44:06
Why do the number of BIR's per children go down in Feb., March, ect.

44:08
Is every classroom recording all behaviors?

44:22
Why did the BIRs spike in April? Any changes to environment or staffing?

44:36
The average # of BIRs per Child w/ a BIR does not change as much as the # of BIRs from August to May

48:14
A lot of physical aggression

48:27
Largest percentage of problem behaviors is physical aggression

48:34
the highest occurance of problem behaviors is physical aggression

48:50
That either there is more physical aggression or that is what is noted.

48:56
Are you leading us to think that we are doing something wrong and that is why we see advance dbehaviors in certain areas? Or can we graoh certain children?

49:04
Repetitive Behaviors are kinda high as well.

49:07
the three top problem behaviors are physical aggression , repetivie behaviors, and non-compliance

49:08
non compliance and repetitive high also

49:08
12 main problem behavior categories.

49:13
Physical Aggression, Non-Compliance and Repetitive Behaviors present as most significant

49:23
Im suprised to see the amount of social withdrawal is so highly reported

49:56
What is the definition of repetitive behaviors?

50:51
The BIR_Rev5.2017Instructions document has the definitions - you should've received it from me as an attachment this morning

52:00
no

52:01
we need more information

52:01
more information

52:04
Were multiple behaviors checked off for each child per BIR

52:10
More information

52:22
What are the interpretation of the definitions per staff filling out the Bir's? and what is the relationship like between the teachers and children?

52:27
I think setting and time of day are important, including which activity.

52:27
if certian behavior were address physical agression would be less

52:29
While there is always an individual perspective on what is "non-compliance", at 13%. it I am

52:35
What ime of day

52:40
need to break down what physical aggressions are happening and to who? Teacher, peers, family members

52:41
I'd like to know the time of day or transitions occurring when the behaviors occur.

52:51
On the form we want any behavior to be checked off, so it's recorded, but on the spreadsheet just choose most "intrusive"

52:58
duration

53:40
We work in an autism program. Many of our children spend a significant amount of their day engaging in repetetive behaviors or socially withdrawn. How would we be expected to document this, given that these behaviors are a product of the disorder? While we work to reduce these behaviors, it would require an inordinate amount of documentation, given our population.

53:48
I think physical will most often considered intrusive and therefore recorded more often

53:58
more physical aggression in the beginning of the school year

55:00
If it is typical for the child's diagnosis it should not be reported

56:17
It seems to be more coomon during unstructured times

56:27
Centers is the highest

56:31
Indoor play has the highest incedences

56:31
mostly during child-directed activity

56:44
Circle time as well, most likely too teacher led

56:57
highest during large group an playground

57:18
large group and child directed play have a lot of behaviors, as do transitions

57:24
Times when turning taking or sharing is high

57:37
Over 50% of the incidents happen in three activities

57:59
Low at transition & meals

59:20
scheduling

59:21
With Centers are we being clear enough with teachers of expectations of center time?

59:25
Focus on the time slots for large group, transitions/clean-up and at play

59:35
Provide outdoor structured gross motor activities to teachers as resource

59:35
I'd like to observe outdoor time and center time supervision in all classrooms. Are teachers interacting with children, using these times to teach problem solving. I would also like t oobserve large group activities to monitor children's engagement level.

59:42
Centers - classroom design

59:42
support during the challenging times

01:00:05
How much time is spent per classrooms in circle, large group? Intentional planning for outdoor time.

01:00:10
I would want to take a deeper look at one area such as center/indoor play and begin considering how we might impact change in that one area.

01:01:09
More observations for Center Time and Outdoor time to identify the factors responsible for the results. Use the information to inform action plans and pd sessions.

01:01:09
i would think about using the data where the numbers are reduced, so I would ask what happens during nap time, arrival, and lunch time, to reduce behaviors? Then I would plan for adjustments in the schedule. do we need more opportunities to eat, rest throughout the day? do we need more daily check-ins and welcoming activities, so that children are feeling welcomed into every activity?

01:01:10
I would be interested to see how this data lines up with classroom TPOTs.

01:01:16
Ask why staff feel Transitions and mealtime are most successful for students

01:02:47
time out is high

01:02:53
Time out is very high

01:02:58
time out is used frequently.

01:03:01
TIme Out may be a quick "go to"

01:03:02
I see that talking to the child is one of the smallest one!

01:03:03
high amount of Time outs being used

01:03:07
Time out is high, where program staff could of provided postive redirection.

01:03:24
modification is small

01:03:33
Curruculum modificaton is very low

01:03:35
What is considered a time-out under pyramid model?

01:03:40
Blank area

01:04:24
Program staff role modeling positive behavior to the children

01:04:29
Out with it Rose!

01:04:58
Also, while 13 % is provide physical comfort, I am surprised that teach and practice immediately follow... not the best timing as child is dysregulated and often not open to learning.

01:05:18
Removing the child from the activity/area as the strategy to stop the behavior would be considered time out, when the child has no control over that strategy (child doesn't choose to leave the activity/area)

01:05:28
have they tried visual support for child - not just auditory support

01:05:29
Time Out would be time away from the activity, but not removal from the room

01:06:57
Concerned over blank here....

01:07:07
what is blank?

01:07:09
Does blank mean no response at all from admin?

01:07:18
what is blank?

01:07:20
Not much happening here, where are the Administrators in this?

01:07:22
family involvement incredibly low

01:07:36
concern re sending home or dismissing from program...

01:07:37
Woah! lots of blank, family involvement is very low

01:07:40
Wondering about family involvement

01:07:44
What does blank mean? Also, 4% looks like suspension/ expulsion

01:07:46
Are the teachers feeling a lack of support by admin?

01:07:54
Contact with family is so low

01:07:56
behavioral consult low

01:08:13
The NY form isn't just for administrative follow-up, we track any follow-up

01:08:24
So is this administrative follow up? Does it not include that we talk to the child every time?

01:08:36
Actually 5+ % responses are suspended/ expelled

01:08:36
As many children are spoken with as are asked to go home

01:08:54
But you can only hit one box, not 2

01:09:12
Wondering howmuch encouragement/training goes toward proactive strategies

01:09:55
almost half of the reports are from one classroom!

01:10:04
agree with Erin

01:10:09
room 112 and 117 are the highest

01:10:10
If they have 7 classrooms - 2 classrooms have no data

01:10:13
Classroom 112 has the highest incidents

01:10:14
play tends to have hoigh incidenceClassroom h112 had most incidents

01:10:18
did this classroom have training?

01:10:18
more than 50% of the reports are from classroom 112 and 117.

01:10:22
wondering does that mean more incidents or more reporting

01:10:29
Appears they may need some additional help or training

01:10:38
Clasrooms 118 has the lowest?

01:11:20
How do we make reporting consistent so each teacher is reporting the behaviors we expect them to.

01:11:48
Is there a pattern of challenging behaviors reported per room?

01:12:16
Do the two classes have no behaviors, or are the teachers perceiving behaviors very differently? Or is "letting go" of some behaviors actually reducing them?

01:13:07
A lot of "acting out" behavior reported

01:13:12
Physical aggression is the highest.

01:13:12
i aslo wonder what the age group is. did we discuss that? is this a classroom of children who are new to group care?

01:13:13
Do we have a local trainer for completing BIR's?

01:13:26
I would also be curious how much experience the teachers have in EC

01:13:33
Integrated? Special Class?

01:13:54
It appears that you may have a few high needs children who are driving the high level of incidents

01:14:03
Tantrums & non compliance...Is this a special education classroom?

01:14:21
How much time in one day does this represent?

01:14:27
Frequency during the day

01:14:40
The teaacher's qualification and experience

01:14:42
who are the staff in the room (not just teachers)

01:14:43
How much support has this team received from admin.

01:14:53
Time of day/incidences

01:14:54
Non-Compliance is so subjective. I would like to know more about what that looks like in that classroom?

01:14:54
What do they define as non-compliance? Are they expecting too much from the children?

01:15:05
Functional age versus chronological age in terms of student skill levels

01:15:28
can you make it larger?

01:15:42
IS this 1 child or multiple children in the classroom?

01:16:00
Most of the behaviors appear to be happening in October

01:16:04
majority is from 456

01:16:09
two month gap in BIRS

01:16:23
same child has majority of BIRs

01:16:35
Was the staff changed in the room after this?

01:16:42
same child has BIRs in oct

01:16:43
so what happened to child #456 after October

01:16:48
one child only in October with Bir. Is there a bias involved?

01:16:51
what was going on in the child's life during this time

01:17:01
From Nov 17 to Apr 18 223456 has none

01:17:09
child 456 was dismissed from program at end of october

01:17:09
There were no BIR's for 223456 after 10/30/17. Did the child leave?

01:17:15
Would want to know if the childn in Oct is still in program? Did the other children join the classroom later?

01:17:17
A lot of escape/tangible motivations

01:17:56
none of the administrative follow up included behavioral consultation or targeted group intervention

01:18:48
It states the family was contacted but no notes of how the family responded

01:19:57
what are the types of repetitive behaviors?

01:19:57
What are the strategies being used - do not appear effective - how can we support?

01:20:02
what are the reptitive behaviors

01:20:03
Repetative behaviors are the most problematic

01:20:06
Demographic of class

01:20:08
Usually internalizing behaviors are under reported... So that was a surprisingly high %.

01:20:29
What are the repetitive behaviors and is there apecial needs concerns

01:21:01
Sensory input needed

01:21:05
Circle time is a trigger

01:21:11
others involved - none...ever!

01:21:20
Looks like a special ed pop.

01:21:28
Special Ed?

01:21:29
may have feeding concerns

01:21:33
social withdrawal and isolation seems to occur most often during center and indoor play

01:21:33
No behaviors after March

01:21:47
Withdrawn behavior during center/indoor

01:22:22
self diretected behavior will occur during structured times in kids with a diagnosis

01:22:28
was wondering that! can take so long to connect to developmental/outside support

01:23:34
coaching

01:23:36
There is a need for more persons to provide physical comfort

01:23:46
coaching

01:23:50
Have an OT therapist come in to help teacher integrate sensory into large groups

01:23:58
Add sensoy activities

01:24:08
Increase sensory input opportunities

01:24:13
Reflective conversations- looking at “good fit”

01:24:15
examine make up/qualification of the team

01:24:21
coaching and modeling social skills in the classrooms during center and indoor play to increase social engagement with others

01:24:24
motivation is either sensory or avoidance- adding sensory enriched environment

01:24:32
developmentally appropriate practice

01:24:36
staffing concerns, do we need more staff at certain times of the day or same teacher always at mealtime for example

01:25:01
help identify effective replacement behaviors

01:25:04
developmentally appropriate practice for large motor activities--coaching

01:25:15
facilatating play

01:25:16
wondering about expectations asked of students

01:25:36
In a dream world everyone

01:25:47
Training and coaching on social emotional issues

01:26:32
can we have teachers coach other teachers?

01:26:32
how do we adapt the curriculum, the environment? Does the teacher have paid planning time? Is there a way for the teacher to step out to de compress if needed

01:28:10
Some teachers are concerned that they will be judged if they fill out BIRS... that they are less able.

01:28:20
I think behavior incidents in September are tricky as many are due to the new environment children are being exposed to. We take the first 6 weeks of the program year (September) to teach just social skills. Are BIR's in September necessary?

01:29:04
Helpful as a baseline

01:30:30
A tough child in one classroom may be great in another classroom

01:32:30
I really want to take the time to go through these forms with staff and explain the improtance of filling them out consistantly so we can use them to inform our practice!!!!

01:32:36
our behavioral support person reviews every BIR and follows up with teams. to support consistency, explore strategies, and to try to have proactive dialogue

01:32:37
We need to retrain staff on BIRs and add it to our orientation checklist for new staff.

01:32:38
Staff feel overwhelmed by the work of filling out BIRS- any thoughts on how to encourage their participation?

01:32:42
an area of growth would be consistency and everyone understanding the behaviors definitions

01:32:51
These are great questions that I would use in preservice to train staff and get their input and thoughts.....BUY IN to using the forms

01:32:56
Groups are working toward consistency - why this is important

01:32:59
We provide training but getting staff to buy in is the challenge....

01:33:06
There still seems to be some confusion about the required use of BIRs for children with IEPs.

01:33:07
confident our staff know that we use data for data purposes and not to judge

01:33:17
LOL. Love the relay race. Totally true. They really shouldn't be that time consuming!

01:33:17
but continued discussions and training with all staff is needed because it can be a “you don’t know until you need it”

01:33:18
There is not enough BIR completion and reviewing the definitions of the behavior- need to make this into a game for training

01:33:27
I'm not in a program - but I could absoutely see consistency being a major issue. If the data is not consistent - is it valid really. If one teacher is just targeting a child to make her point - that really alters the data and can impact the data analysis.

01:33:41
Can we ad tool kits, friendship skill and emotions in the responses?

01:33:45
we need to train on the use of this and begin in september, support the implementation through coaching- (Kim Barone sitting with Kim Hauptman)

01:33:50
Attitude about BIR is that there isn’t enough time to complete

01:33:56
We are completing BIRs and meeting monthly. We can work on Administrative feedback and parent involvement follow up.

01:34:06
I would like to focus on staff attitudes and have them see the importance of consistency for all behaviors

01:34:06
Area for growth is consitency with writing BIR's for all children not just the challenging behavior.

01:35:41
I work with a team of centers. We looked for consistency across centers regarding BIRS so that the conversations between center directors was productive. But the buy-in was very uneven. Do others have experience there?

01:35:47
Very well said:)

01:36:17
can you repeat relay! I was writing as you said it

01:37:47
Surely , bingo and relay are worth trying. Sharing the graphs will impact everyone

01:38:45
Yes, please do this webinar!!!!!!!

01:38:54
Fabulous idea

01:39:16
Looking forward to that!

01:40:10
Could you share the link

01:40:55
challengingbehavior.org

01:41:04
thx

01:43:01
What if it is a part of a behavior support plan? does it count then?

01:43:08
Just a reminder, folks should be making sure changes in demographics for a student who have recently been identified (CPSE) or declassified are up to date as this may change throughout the school year and impact the accuracy of data

01:46:48
I will plan for very clear and fun ways to familiarize staff with using BIRS and work to have them used consistently!

01:47:01
Thank you!

01:47:03
Thanks so much - very informative!!

01:47:04
could you just show us that slide again with telling parents. IE 2nd last slide

01:47:09
Thank you, September!

01:47:19
Thank you so much!

01:47:20
Thanks, September. I know more about BIR's than an hour and half ago!

01:47:21
Thank you!

01:47:22
Thanks

01:47:23
tHANKS TOOK SCREEN SHOT OF IT

01:47:26
Utilize the idea of the BIR relay game and define the definitions of the terms is key to understanding the form and ease for staff

01:47:29
you!

01:47:30
Thanks

01:47:38
Thanks so much September! I will be taking this information back to my center directors!

01:47:45
September, thank you so much for taking the time to support us as we work toward improving services to our youngest learners here in NYS! :)

01:47:59
Thank You - will be focus of my next meeting with Leadership teams!

01:48:01
Thank you SO muich!

01:48:13
Special education implementation chat group

01:48:16
Thanks SEptember!!! THis was great!

01:48:17
😁

01:48:30
Thank you and enjoy the weekly newsletter

01:48:44
Thank you!

01:48:55
thank you!