Intensive ABA Services
As many teachers know, keeping appropriate data on a skill is not as easy as it seems. On one hand, data needs to be collected in order to track a child's progress. On the other hand, data collection cannot be so overwhelming as to interfere with teaching a child. Below are some tips, based on data collections strategies used at the Lovaas Institute, as well as some examples of basic data collection forms. In future newsletters, we will continue to give examples of data collection procedures related to a specific area of development (e.g., independence, academics, peer interactions, behavior issues, etc.).
Record the data an item is introduced and the date it is mastered. Spaces are also available to conduct a baseline measure before the program is started or a probe for generalization after the program has started.
Advantages: Each week/month, the form immediately shows what new items a child has learned.
|Target||BL||Probe||Date Introduced||Date Mastered/ Generalized||Acq Rate (Days)||Notes|
|2||Penny vs. dime||9/21||10/25|
|3||Penny vs. dime vs. quarter||10/25|
|4||Penny, nickel, dime, quarter|
Record the child's response to each step of a routine. Record a "+" if the child responds correctly. Record a "P" if the child needs prompting. At the end of the routine, calculate the percentage correct.
Advantages: Quickly shows areas of difficulty and whether or not a task is becoming more independent. Tasks can be further broken apart or grouped together if certain areas remain prompted or independent.
|Get off bus/walk in building||P||P||P||P||P||P|
|Walks into gym||P||P||+||P||+||P|
|Sits at table, colors||P||P||P||P||P||P|
|Walks to locker||P||P||+||P||+||+|
|Puts bag in locker, takes out books||+||+||+||+||+||+|
|Puts books in desk||P||P||P||P||P||P|
|Colors until class begins||+||+||+||+||+||+|
Record only the child's first response as correct (+) or incorrect/prompted (P).
Advantages: Allows for a quick check on any behavior or learned response that a child may not retain.
Would you like more information on other issues that often arise at school? Let us know here
The names of all children in this newsletter have been changed in respect for family confidentiality.
Thanks to all of those who have written to us in the past few months. This newsletter has been a constant balancing act. On one hand, we want to provide a newsletter that's accessible enough to those with only a little understanding of behavioral treatment. On the other hand, we want the information to be clinically and professionally rigorous.
Wake Up! Fall asleep and snore loudly on the child's lap. Then wake up suddenly for the school bell — "ding ding ding!"
Keep My Arms Down! Put one of your arms out and when the child pushes it down, make a cranking sound, and raise the opposite one up. When the child tries to hold both down, raise a foot.
Because of Bronwyn's participation in behavioral treatment, her family has found many milestones to celebrate. Her mother states, "Of course the amount of talking she is doing is one milestone we've celebrated. We hang on every word she says."