On data...

I'm a self-confessed nerd when it comes to data collection. I know it can be a daunting topic, but once you have a framework in place, comprehensive data collection can make your life much easier.

Below is a sample data sheet that I use to help determine the function of a behavior- The function (or goal) of the behavior is the singular most important element in designing and implementing effective interventions to decrease aggressive or inappropriate behaviors. Some behaviors have a function that is pretty clear from the get-go, so every behavior chart looks different. The form below is used for several of my students and allows staff to record the antecedent (what happened right before the behavior?), the behavior (what did the student do?), the consequence (how was the behavior addressed by staff?) and the setting events (where did the behavior occur and what was the context?). When I started teaching I used to leave each block blank so staff could fill in each space. After awhile I realized that data collection went much more smoothly and was more consistent if I gave choices based on a student's typical pattern of behavior.

 

From the data collected on the form above, I am next able to analyze targeted behaviors to determine their function (Is the student trying to gain something? Avoid something? Fulfill a sensory need?). Graphing my data helps me (and members of the case conference committee see a visual representation of what is going on at school). I can add information on when a specific intervention was implemented to show whether or not it was effective in decreasing or eliminating a targeted behavior. This analysis also makes my Functional Behavioral Assessment and Behavior Intervention Plan writing a BREEZE. It also can help me make the case for a change of placement or the addition of an extra instructional assistant as the situation warrants.

I can use my data to look at behavior in a variety of different ways. Below I am illustrating the frequency of the different behaviors while also showing the intensity of the behaviors. 

Shifting from behavior to academics, I use the form below (and several just like it) to collect data and monitor progress on my students' IEP goals and objectives. Each student has a binder with a Math and Language Arts section containing a data form for each objective. I use the data collected on each form to monitor progress (sending progress reports home to parents) and plan new IEP goals as needed. There is a key at the bottom of each form that explains how data should be collected (for example, some forms may ask for number of correct trials out of the total number of trials, while others as the instructor to write a + or -).

Throughout the day we work on a variety of self-help/adaptive behaviors skills related to hygiene, toileting and cafeteria independence. These skills are most effectively measured by the level of prompting needed to complete each step of a particular routine. The data collection form we use to track progress on these skills is called a task analysis. It breaks down a job or routine into finite steps. The instructor (my peers even take data on these forms!!) will record an I if the student can do the step independently, a V if the student needs a verbal prompt, a G if the student requires a gesture and a P if the student needs hand-over-hand assistance. If a student requires both a verbal and a physical prompt, the instructor would record a P since that is the more invasive prompt given. The goal is for a student to complete each step as independently as possible. I learned how to make this self-graphing data sheet in graduate school and swear by it. Takes the extra work of entering the data in Excel right out of the equation. Basically, for each date you would count the number of steps completed independently and make a data point at that number (so if the student completes four steps independently, you would make a dot on the number 4). Good stuff!

One last data sheet that I find helpful tracks the different classroom and school jobs that a student has participated in during his or her time in my program. It lists, describes and provides the starting and ending level of support needed to complete the job. This helps future teachers design vocational programs to meet each student's specific needs and is a great piece for a vocational portfolio (and can help with transition planning too!).

 

I also use the embedded assessments found in the Unique Learning System web-based curriculum. More on that later!

 

So enough with the dry stuff...it wouldn't be a Lifeskills blog post without a picture of some of my awesome students. This afternoon our general education team handed out awards for student achievement in the Fall semester. Two of my students were honored! The boy below received an award for most homework assignments turned in (80- can you believe it?!). The girl below received the "Star Student" award for her hard work on academic tasks. It was so much fun to hang out with our 7th grade friends to celebrate everyone's achievements!

HAPPY FRIDAY!