Organization Station: Data Collection Reminders

Yep, this pretty much sums up how we feel about data! We know it can be tricky to find time to record data but it is absolutely essential to monitoring progress and planning future interventions. In today's Organization Station we are going to share some of the data collection strategies we have seen when out coaching to hopefully make data collection easier and meaningful. 

Baseline Data

To determine what a student needs, it is important to first determine where they are at through taking baseline data. This could come from ETR testing or classroom assessments. For some skills, a rubric can be a great way to see where the student's current level is and also provides a progression of skills to get to proficiency. 

Communication Rubric
Emily Beck
Bradford Elementary, Bradford

Behavior Data

Often when coaching teams they will report student behavior that is interfering with the student's success at school. Behavior is so tricky because there is often a lot of emotion involved. The truth is, reporting on behavior without data is just an opinion. Taking baseline data on behavior provides a starting point for where to start with behavior interventions and addressing skill deficits and takes the emotion and opinion out of the equation. We love using this scatterplot data collection sheet because it makes it easy to visually see patterns of data and determine when to provide interventions. 

Brandy Beirise
Wayne High School, Huber Heights

Goal-Specific Data

Once baseline data is taken and analyzed, then goals and objectives are determined. Often, teachers will create goal-specific data collection tools to ensure that staff is keeping the goal in mind when working on needed skills. 

Granville Bastin
Preble County ESC

Data Organization

Many of us have been here! We get ready to write an IEP or progress report and realize that we don't have enough data. Or we want to trial a new intervention and realize we really don't have enough data to determine if the current interventions are being used with fidelity. Creating a system for organizing what data will be taken and who will take it ensures everything gets taken care of. 

Tim Sullivan 
Springfield High School, Springfield

Annette Black
Springfield High School, Springfield

Mandy Schetter
Northmoor Elementary, Northmont

Keep data collection materials in a designated area for easy access by teachers, paraprofessionals, and related service personnel. Using the same data collection sheets can reduce discrepancies and allow for easier collaboration and problem-solving. 

Rylie Jarrett
Stevenson Elementary, Mad River

Jackie Vollmer
Driscoll Elementary, Centerville

For more great ideas from our regional classrooms for data collection don't miss our previous posts:

Data Collection

Collecting Data

More Ideas for Data Collection

Communication Corner-- Planning Communication Goals using the Functional Expressive Communication Inventory

An inventory of the learner’s expressive communication behaviors can help determine specific communication goals. Today’s Communication Corner will outline how we use the Functional Expressive Communication Inventory to plan student communication goals.

The Functional Expressive Communication Inventory tool is what we have developed to identify and prioritize communication needs.

For ideas on teaching each of these communication functions, visit our previous Communication Corner Blog posts:

Escape

Protest

Attention

Requesting Items or Activities

Providing Feedback

Participating in Group Activities

Answering Questions
Asking Questions and Providing Feedback
Engage in Social Routines
Share Remote Experiences

The Functional Expressive Communication Inventory allows the educational team to identify subtle and interfering behaviors and a variety modes of communication such as words, gestures, signs, pictures, text, and voice output AAC devices.

If the learner has limited communication, how do you decide where to start? The four communication functions listed at the top of the tool are typically the most motivating for learners and are often communicated with interfering behaviors that can be harmful to the learner or others.

Jamie Minnish
Prass Elementary, Kettering

Angie Kleihans
Stebbins High School, Mad River

Communication Function	Expected  language	Interfering Behaviors
Protest/Escape	no, stop, I’m done, I don’t want,	running, hitting, hiding, screaming,
Gain attention	hi, come play, help, look	yelling, pulling, hitting, running, laughing, throwing
Request	please, I want…, more, mine	grabbing, yelling, climbing,
Provide feedback	too hot, yucky, it’s loud, wet, mad, big cookie, red car	crying, grabbing, pushing away, spitting, running

1. Interfering Behaviors: Hitting, kicking, throwing and biting are some of the behaviors we see that can be harmful to the learner and others. Running, climbing, pulling items can potentially be harmful to the learner. The first priority should be to understand the reason for the interfering behaviors and provide an alternative way to communicate the function.    If you are not sure about the function of the behavior, consider using the Motivation Assessment Scale. This easy questionnaire can help you determine if the function of the behavior is escape, attention, tangible (request) or a sensory need. 

2. Motivation: If the learner is not exhibiting harmful behaviors, consider what functions are most motivating. What communication behaviors are being used most frequently to communicate a function? Because the learner shows motivation to communicate this function, he/she will be more willing to learn a replacement communication skill.  Some learners don’t exhibit big interfering behaviors, so you may have to look for more subtle behaviors that indicate the communication function.  In addition to protesting, gaining attention, and requesting, the learner may be motivated to provide meaningful feedback to clarify their wants and needs.

Once these basic communication needs have been supported, you can move on to other communication functions that may not be motivating for the learner, but that are expected in the school environment.

3. Expected Functions for the School Environment: After addressing the communication functions that the student is motivated to communicate, you can focus on the functions that are needed for participation in school activities. This would include participation in group, answering questions and asking questions. When teaching the learner to answer questions, start with questions that are meaningful to the learner so they will be motivated to answer. When teaching yes/no, start with a simple “Do you want…?”

Katy Philpot
Rosa Park ELC, Dayton

Jackie Vollmer
Driscoll Elementary, Centerville

Communication Function	Required Skills
Participate in Group	Attention, turn taking, shifting between cues,  impulse control, initiation, emotional regulation
Answering Questions	Understanding question, vocabulary related to question
Asking Questions	Question formulation, purpose of question, comprehension

4.      

4. Social Expectations: Once the basic communication needs are being met, consider other communication functions such as showing empathy and expanding upon social interaction with peers.

Rylie Jarrett
Stevenson Elementary, Mad River

Communication Function	Required Skills
Engage in Social Routines	Motivated and aware of social expectations such as greetings, pleasantries, asking and answering questions to show interest
Share Remote Experiences	Memory and language to describe events, aware of what listener does not know
Show Empathy	Understanding and caring about the thoughts and feelings of others

Once you have determined your goals you can collaborate with the educational team to ensure that the learner has ample opportunity to practice the skill and is given meaningful reinforcement to facilitate generalization of the skill across settings.