Planning for Instruction

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Planning for Instruction Collecting Data
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Did you know?

• Students whose teachers monitor progress
  regularly and frequently have higher rates of
  learning as compared to students whose teachers
  do not collect data.

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Why should I collect data?
FAQ

• To communicate the childs progress to others
• To demonstrate the childs progress overtime
• To determine if it is necessary to change our
  instruction
• To stay in compliance

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How do I know what data to collect?
FAQ

• Collecting data should be linked to instruction
  and needs to occur in as natural of setting as
  possible.
• When writing a criteria on the objective, the
  data collection method should always be the first
  thing to consider.

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How often should I collect data?
FAQ

• Often enough to use it to guide your instruction.
• If you collect data 1X per month, then you would
  not be ready to make a decision about changing
  instruction before 3 months
• You do not have to collect data on every
  occurrence of the target behavior, data simply
  must be representative of the target behavior.

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Measurement Systems

• Event Recording number of times a behavior
  occurs
• Time sampling estimate of the number of
  times/length of a behavior
• Rate number of times a behavior occur within a
  time period
• Duration how long behaviors last
• Latency time between instruction and the
  student beginning the response
• Work samples (e.g., video-tapes, permanent
  product)

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• Jacks goal is to initiate a greeting when he
  sees a familiar person. The objective is written
  that he will initiate at least 4 times a day.
• WHAT MEASUREMENT SYSTEM SHOULD WE USE?

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Event Recording

• Number of times behavior occur
• How many hits
• How many correct
• How many turn-takes

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• During structured learning activities (i.e.
  circle, small group) that are 15 minutes in
  length Sam will remain seated 90 of the time for
  3 data sessions.
• WHAT MEASUREMENT SYSTEM SHOULD WE USE?

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Time Sampling Recording

• Provides estimate of actual number of times or
  how long a behavior occurs
• Best used for behaviors that appear continuous
  (talking with peers)
• Amount of time of finger flicking

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Time Sampling Recording

• How
• Identify a sample amount of time that is
  representative of the behavior you are trying to
  collect.
• Divide the total amount of time spent in the
  observation into short intervals (typically 1
  minute)
• Record (/-) if behavior occurred at the end of
  the interval (regardless of what happened during
  the interval

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• Sye will increase engagement with structured
  activities from 30 seconds to 3 minutes 4 out of
  5 opportunities

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Duration Recording

• Use when behavior of concern varies in length of
  time and you want to measure a decrease or an
  increase
• How a. Record when behavior begins
• b. Record when behavior ends
• Summarize Average or total

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• Ginny has a problem starting and finishing her
  work on time. She has a hard time getting started
• Her goal is to start her independent work within
  10 seconds of hearing the direction from the
  teacher
• WHAT MEASUREMENT SYSTEM SHOULD BE USED?

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Latency Recording

• Time between the end of the instruction and when
  the student begins to perform the response.
• Use when interested in how long it takes a
  student to begin performing a requested behavior
• How
• Record the time after the end of the instruction
• Record the time when the student begins to
  perform the response

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What should be on the data sheet?
FAQ

• Place for students name, date, teachers name
• Place to list the skill to which you are working
• Target behavior
• Place to record the counts
• Place to summarize the information

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How will I or my team manage all of the data
sheets?
FAQ

• Use one data form to collect information on many
  different target behaviors

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Data Collection for a group of students
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What about planning for instruction and
collecting data?
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• Incorporate your data collection form with the
  classroom schedule

____ mins. engaged
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Example Activity Matrix
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Example Activity Matrix
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Lets create our own activity/instruction guide
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What do I do with the data once I have collected
it?
FAQ

• Summarize data (convert to percentage, total the
  numbers)
• Make it visual (graph it!)
• Make instructional decision based on information
• Continue
• Move to another target
• Change instruction

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How do I make decisions based on the graphs?
FAQ

• Use data patterns to inform your decisions about
  what to do next instructionally?
• Program is working
• Task is too difficult
• Student can perform some but not all tasks
• There appears to be a compliance problem
• The child has mastered the program

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Program is working
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The target skill is too difficult
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Student can perform some but not all of the skill
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There appears to be a compliance problem
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Student has mastered target behavior
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Given a variety of individual leisure activities,
Larique will stay engaged in the activity for 10
minutes