Transcript Data Collection in the Classroom

Illinois Service Resource Center
Serving deaf/hard of hearing student behavioral needs
A Technical Assistance Center of the Illinois State Board of Education
www.isrc.us
[email protected]
847.559.8195
Data in the Classroom
Presenters:
Raven Stromek
Dr. Daniel Friedman
Dr. Steve Vaupel
Collection
Interpretation
Analysis/
Graphing
The Cycle of Data
Driven Decision Making
Collection
Interpretation
Analysis/
Graphing
Collection
Data Collection

Interpretation
Analysis/
Graphing
What does data driven decision making entail?
– Collection
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Analysis/Graphing
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Observe the child and record behaviors
Excel, ISRC Templates
Interpretation
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Understanding your data
Using data to design interventions
Using data to determine effectiveness of interventions
Collection
Purpose of Data Driven
Decision Making
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
Interpretation
Analysis/
Graphing
Why do we collect Data?
Goal #1
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Identify patterns to a student’s behavior
Patterns help us predict future occurrences of an
identified behavior.
In turn, this helps us implement more effective and
efficient interventions (eg. time of day, time of week,
type of class or setting, etc…).
Collection
Purpose of Data Driven
Decision Making

Interpretation
Analysis/
Graphing
Goal #2
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Fulfill ISBE requirements.
RTI - Response to Intervention
IEP - When a BIP is written for a student, must be
able to Quantitatively describe the identified target
behavior Before, During, and After an intervention
has been utilized.
Descriptions: Quantitative (encouraged) vs.
Qualitative (discouraged)
Collection
Data Collection
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How to collect data?
Many creative tools (formal and informal) can
be used
-ISRC Data Collection Template
-Check In/ Check Out
-Point systems
-Smiley Faces
-Red-Yellow-Green Light
Step 1- Pick a Data Collection Tool
Level One - Richness of the Tool
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Which tool will provide the most useful
information related to the target behavior?
Is it specific enough to identify patterns related
to the target behavior?
Will it be enough to satisfy the requirements of
the BIP/IEP/RTI?
Step 1- Pick a Data Collection Tool
Level Two - Ease of use/ Practicality
 Given the conditions in your class/school can
the data collection tool be used consistently
and reliably in different classes and among
different staff?

Examples of problems:
– Staff refusal
– Understaffed
– Untrained staff
– Overworked staff
Step 1- Pick a Data Collection Tool
Level Three - Time and Resources
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Problems and Solutions
–
Solution #1: Simplify the collection tool.
Examples: Spiderman Reward Chart, Smiley Faces
 Downside- provides less specific information, less
likely to identify patterns
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Step 1- Pick a Data Collection Tool
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Problems and Solutions
–
Solution #2: Collect data in a shorter period of time
Example: 1 hour in morning + 1 hour in Afternoon
 Downside: The student’s behavior may differ in other
classes/settings. As a result, we make assumptions
about the pattern of behavior that may not be true
and may lead to ineffective interventions.

Step 2- Define the target behavior

Must be Observable
–
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Must be Quantitative
–
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replicable/understood by others
able to COUNT it
Must be Descriptive
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describe what the behavior looks like
Step 2- Define the target behavior
(Cont.)
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Example: Off Task Behavior (for attention
issues):
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Student does not attend to teacher or participate in
structured activity for more than 5 seconds. Averts
eyes, getting out of seat, yelling, refusal to
participate.
–
Note: Provides data on duration and frequency
Sample- Frequency and Duration
Blue – Count teacher prompts of OT behavior
Red - Use stopwatch to measure time off task
Monday
Time
# of Prompts Time off task
8:40 - 9:00 (G)
8
8:57
9:10 - 9:25 (G)
17
4:57
9:25-9:40 (I)
6
:00
9:50-10:05 (G)
8
3:19
10:05-10:25 (I)
9
:45
10:50-11:10 (G)
22
8:45
11:55-12:15 (LG)
5
14:56
Total for Day
75
41.39
Step 2- Define the target behavior
(Cont.)
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Example #2: Aggression
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Student is aggressive towards self, peers, or staff.
Including hits, pushes, kicks, scratches, throws
objects, spits, pinches, pulls hair (only need to
include those observed in the past).
Provides data on Frequency
Application of Skills - Collection
Let’s get some practice!
Step 3- Collect the data
Exercise:
Watch this video clip
 Your task should you choose to accept it…
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Identify a child
Observe the child’s on/off task behavior
Contemplate how you would best define the
behavior you are observing
DO NOT COUNT YET!!
Daxing Kindergarten Observation
Ready?? Questions??
http://www.youtube.com/watch?v=D0GaT03m83g
Step 3- Collect the data
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Write an “operational definition” of the target
behavior (on/off task) for your student
 Remember:
– Whatever/however you decide to track you
must be able to count it
– Time/Stopwatch, # of times __________, etc.
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As a team, agree on your definition
Step 3- Collect the data
Watch the video again and collect your data
http://www.youtube.com/watch?v=D0GaT03m83g
Step 3- Collect the data
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Discussion – different results?
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If you each got relatively the same results the data
will likely
Reflect the students “true” current functioning
 Be reliable to use in developing interventions and
track changes across time.
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If results were different what corrections can be made
to get more consistent results between people?
 Fine tune the definition of the target behavior
 Use different data collection method
– (Duration? Frequency? Intensity?)
Analysis and Graphing
Data Analysis and Graphing
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You have the data…now what?
Turn it into meaningful information
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Statistical Analysis
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Graphing
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Totals and Percentages- Nothing Fancy!
Provides visual representation of the data. This is very
helpful for meetings to facilitate comprehension among
members quickly.
Suggested, available tools:

Excel, PowerPoint, ISRC website
Sample- Frequency and Duration
Blue – Count teacher prompts of OT behavior
Red - Use stopwatch to measure time off task
Monday
Time
# of Prompts Time off task
8:40 - 9:00 (G)
8
8:57
9:10 - 9:25 (G)
17
4:57
9:25-9:40 (I)
6
:00
9:50-10:05 (G)
8
3:19
10:05-10:25 (I)
9
:45
10:50-11:10 (G)
22
8:45
11:55-12:15 (LG)
5
14:56
Total for Day
75
41.39
Application of Skills - Analysis
Let’s get some practice!
Data Analysis and Graphing
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Look at your Raw Data #1 in your handouts.
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Open ISRC template provided and input the numbers.
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Viola! automatically completed…
– Totals
– Percentages
– Graphs
Data Analysis and Graphing
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On your own, consider as many combinations of
variables as possible (by time, by day…).
Note:
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You may need to change the spreadsheet to meet the
needs of the specific child/behavior you are collecting.
If you need help, ISRC is available.
Remember to always double-check your work.
Interpretation
Data Interpretation
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You have collected the data, analyzed, and graphed it.
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Now its time to interpret the data!
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Keep in mind the main purpose of this is too identify
patterns in the child’s behavior.
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Patterns should inform the type of interventions chosen
and the manner in which they will be implemented.
(Resource: ISRC Behavior Intervention Database)
http://www.isrc.us/intervention_application
Data Interpretation
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Pattern: Child is more inattentive in the
morning, but is able to stay on task with
frequent prompts.
Potential interventions:
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Arrange your schedule to include movement
activities or active learning early in the day
Consider proximity and seating arrangements when
arranging students for morning classes
Plan high focus tasks when other staff are available
Data Interpretation
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What happens if a pattern can not be
identified?
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More intense data collection?
Collecting data over a longer time period?
Data being collected with fidelity?
Different collection format?
Collecting on the right behavior?
Data Interpretation
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If you have used vigorous data collection methods over
a long period and no patterns are identified, then what?
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Your existing data will become your baseline
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Implement an intervention based on a best guess scenario,
preferably informed by your behavior intervention team,
social worker, counselor, school psychologist, etc…
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Re-Collect data at a later date and compare for differences
If patterns were identified, then what?
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Use the patterns to design an individualized intervention that
considers alternatively meeting the function of the undesired
behavior and teaches a more acceptable replacement
behavior.
Collection
How long do I need
to collect data?
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Analysis/
Graphing
If the behavior remits and you can show this with
data, then CONGRATULATIONS!!!!
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Interpretation
You can stop data collection on this behavior or take
data occasionally to show maintenance.
If the problem continues…
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Repeat the process of Data Collection, Analysis, and
Interpretation.
Consider asking for others (Colleague, Behavior
Team, ISRC, Supervisor) to support you in looking at
your information and interventions. Team work!
(Resource: ISRC Data Collection Coaching)
Questions?
Thank you!
We greatly appreciate any feedback.
Keep in mind that ISRC would be happy to assist
you in any or all steps of applying this process
back at your school.