1. Collecting and Graphing Data

2. Why should I collect data?
To have an ongoing assessment of student progress.
Help create goals and objectives.
Enable you to determine the best way to teach the skill or change a behavior.
Determine if goals and objectives have been mastered.
To see if skills are generalizing to other environments.

3. Choosing a System
Behavior and skills may be measured and changed on a number of dimensions.
Rate
Duration
Latency
Topography
Force
Locus

4. Rate
When frequency data are expressed in a ratio with time, we have a measure of rate.
For Example:
John made seven trips per hour to the bathroom.
Fred did 11 math problems per minute.
Sally read 3 pages per ½ hour.

5. Duration
When we describe how long a behavior lasts, we are measuring duration.
For Example:
John stayed in the bathroom for 30 minutes.
Wade read for 15 minutes.
Tommy’s tantrum lasted 30 minutes.

6. Latency
A measure of how long it takes a student to start performing a behavior is a measure of latency.
For Example:
After Sally was told to get a book and read, It took her 5 minutes to pick up her book and start reading.
After I told John to come out of the bathroom, it took him 5 minutes to appear at the door.

7. Topography Refers to the shape of the behavior, what it looks like.
For Example:
Harold writes all his r’s backwards on his spelling test.
Marvin screams, kicks his heals on the floor, and pulls his hair during a tantrum.
Sally grabs your hand and throws it in the direction of the item she wants.

8. Force
When we are concerned with how strongly (loudly, for example) a behavior is performed we measure force.
For Example:
Wade writes so heavily that he makes holes in this journal paper.
Marvin screams so loudly that the teacher three doors down the hall can hear him.

9. Locus A concern with where a behavior occurs is described as locus.
For Example:
I refused to let John go to the bathroom, so he wet his pants.
Harold wrote the answers to his math problems in the wrong space.

10. Systems for Collecting Data
The decision to use a particular system of data collection will be based partly on the dimensions of behavior that is of concern, as well as on the convenience.

11. Three General Categories
Analyzing Written Record:
Observing Tangible Products:
Observing a Sample of Behavior:
Anecdotal Records
Permanent Product Recording
Event Recording
Interval Recording
Time Sampling
Duration Recording
Latency Recording

12. Anecdotal Reports
Are written to provide as complete of a description as possible of a specific behavior or skill.
Used to describe some general disturbance that is taking place or a lack of academic progress.
For Example: Sally constantly disrupts the class and does not complete her own work.

13. Guidelines to Writing Anecdotal Records
Write down the setting as you initially see it, the individuals in the setting and their relationships, and the activity occurring as you are about to begin recording. (i.e. lunch, free play)
Include in your description everything the target student says and does and to whom or what.

14. Include everything said or done to the target student and by whom.
Clearly differentiate fact (what is actually occurring) from your impressions or interpretations of cause or reaction.
Provide some temporal indications so as to be able to judge the duration of particular responses or interactions.
(Alberto & Troutman, 1995)

15. Example of Anecdotal Report (Alberto & Troutman, 1995)

16. Structure of Anecdotal Report (Alberto & Troutman, 1995)

17. Permanent Product Recording
Are tangible items or environmental effects that results from a behavior.
Outcomes of a behavior
Takes place after the behavior occurred.
Easy to use but not all behaviors leave a permanent product.
One of the main forms for collecting reading data.
Examples: test outcome, written essay, reading comprehension worksheet, pegs counted into a container.

18. Event Recording (frequency)
Used to record the number of times a behavior occurs.
Can be used for only discrete behaviors.
Is very accurate and easy to use.
Good way to take data on oral reading skills and communication skills.
Examples: Reading mispronunciations, letter recognition, phonics, answers reading comprehension questions correctly, hits, initiates communication, answers a verbal question, ends the conversation appropriately and requests a preferred item.

19. Event Recording Sample Data Form (Alberto & Troutman, 1995)

20. Task Analysis
Involves breaking a complex skill or series of behaviors into smaller teachable units.
It allows you to determine the content and sequence of instruction, the starting point, and the next skill to teach.
Provides you with Event Recording data.

21. Sample Task Analysis Skill Tom Jane Fred Sally x Having a Conversation
Date: 1/5/05
Skill
Tom
Jane
Fred
Sally
Greeting x
Answers Questions
States feelings
Asks a Question
Stays on Topic
Ending

22. What does the task analysis show us?
Tom and Jane look like they are on track but Fred and Sally may need some extra support.
Remember this is for only one data session. You will want to collect this data on different conversations at different times of the day, with different people and then determine what you need to focus on for each child.

23. Interval Recording
A specific time period is defined in which the behavior will be observed.
To record this data a series of boxes are drawn to representing the intervals of time.
In each box or interval it is noted whether the behavior occurred (+) or did not occur (-) at any time during the interval.
Does not provide and exact count of behaviors, but is appropriate for continuous behavior.
Examples: Initiate a conversation, request an item, Off task, tapping pencil, humming

24. Interval Recoding Sample data Sheet (Alberto & Troutman, 1995)

25. Time Sampling Only one observation per interval.
Time period is selected and divided into intervals. Usually minutes.
Observe behavior over longer periods of time.
To record this data a series of boxes are drawn to represent the intervals of time.
In each box or interval it is noted whether the behavior occurred (+) or did not occur (-) at the end of the interval.
Examples: silent reading, participating in a conversation, wandering around the room.

26. Time Sampling Sample Data Form (Alberto & Troutman, 1995)

27. Duration Recording Measures time rather than instances of behavior.
Used when you want to measure the length of time a student engages in a behavior.
Behavior has an identifiable beginning and end.
You can determine the average time a student engages in the behavior. (i.e. amount of time a student is reading during a school day)
Examples: time out of seat, time spent reading, time engaged in a conversation.

28. Latency Recording
How long it takes for a student to begin performing a behavior.
For Example: Teacher tells Tommy to sit down. From the time the teacher gives the direction to the time that the behavior occurs is Latency Time. It may take Tommy 10 minutes before he sits down. Or how long it takes Tommy to respond to a communicative initiation for a peer or adult.

29. Latency and Duration Sample Data Form (Alberto & Troutman, 1995)

30. Why should I graph my data?
Creates a visual to help establish patterns of behavior.
Helps shows a decrease or increase in behavior.
Provides a visual to help determine if goals and objectives are appropriate.
Helps show if interventions and/or teaching strategies are effective.

31. Conversion of Data to Create Graphs
Before data can be graphed, they must be converted into a consistent graphing form.
Data can be reported as:
Number Correct or Number of Occurrences
As a Percentage
As a Rate

32. Calculating a Percentage
Measures accuracy.
Percentages are used for displaying the percent correct on a math test, percent of opportunities a student does not respond to the teachers request, and/or the percent of substitutions on a reading assessment.
To Calculate: Divide the number of correct or incorrect responses by the total number of responses and multiply the results by 100.
Number of correct Responses
x 100 = % of Correct Responses
Total Number of Responses

33. Calculating as a Rate Measures fluency.
Is required when you are concerned with the occurrence of the target behavior within a certain time period and the number and accuracy of response.
Reflect accuracy and speed, or fluency of performance.
Two types:
Rate of Correct Responding
Rate of Error Responding

34. Rate of Correct Responding
Divide the number of correct responses by the time taken for responding.
Number Correct
= Correct Rate
Time

35. Rate of Error Responding
Divide the number of errors by the time taken for responding.
Number of Errors
= Error Rate
Time

36. Summary of Data Conversion Procedures (Alberto & Troutman, 1995)

37. Graphs
Three main types of graphs (bar graph, line graph and circle graph).
Please review the following website regarding graphs.
To view this website, copy and paste into your web browser.

38. Sample Bar Graph
This bar graph compares three students and how they are doing with letter recognition.
It shows how many letters they each know at the end of each quarter (frequency)
For Example, Sally knew 10 out of 26 letters the 1st quarter and all 26 letters by the 4th quarter.
You could also show this as a percent correct.

39. Sample Line Graph
This line graph shows that Matt’s Expressive and Receptive language is continually increasing but that his expressive vocabulary is much lower than his receptive language.
This could also be shown as a percentage if he is working on a specific amount of vocabulary words.

40. Circle Graph
A circle graph is used to show how a part of something relates to the whole. This kind of graph is needed to show percentages effectively.
This type of graph is not typically used for reading and communication skills.

41. Scatterplot
Is the collection of data on a behavior and environmental variables within fixed time intervals.
A grid is created that displays the time of day along the vertical axis and the days of the week on the horizontal axis.
Patterns emerge that identify global environmental conditions that are correlated with the behavior such as time of day and type of activity.

42. Sample Scatterplot
To view different types of scatterplots copy and paste the following websites into your browser.

43. Creating a Graph
The following website gives you step by step direction on how to create different graphs.
To view this website, copy and paste into your web browser.

44. Graphing Data #1: Line Graph
With this data form you can keep track of various assessments for one specific child.
Subject: Child’s name
Marking Period: School Year
Assessments are listed on in left hand column.
Quarters are listed across the top.
Assessments are scored various ways depending on your preference.

45. Video of Graphing: Line Graph (click on the movie to start it)

46. Completed Graph: Line Graph
Here is the completed line graph showing one specific child’s quarterly receptive and expressive vocabulary assessment scores.
Graph is shown in total number of correct responses out of 50.

47. Graphing Data 2: Bar Graph
This is the same data form just set up differently. You can keep track of one assessment for various students.
Subject: Assessment Name
Marking Period: School Year
Students are listed on in left hand column.
Quarters are listed across the top.
Assessments can be scored various ways depending on your preference. This one is in percentage.

48. Video of Graphing: Bar Graph (Click on the movie to start it)

49. Completed Graph: Bar Graph
Here is the completed bar graph showing or comparing various students quarterly reading comprehension scores.
The graph is shown as percentage correct.

50. Analysis of Data
Once you have collected your data and then graphed it you need to review it and look for patterns.
This data will give you current levels of performance and help you create new goals and objectives or revise old ones.
Data and graphs also help give parents and other team members visual information of a students progress, providing them with a better understanding of the students present level of performance. This helps the IEP meeting move more smoothly.

51. References
Alberto, P. & Troutman, A. (1995). Applied Behavior Analysis for Teachers. Englewood Cliffs, New Jersey: Prentice-Hall.
Chandler, L., & Dahlquist, C. (2006). Functional Assessment: Strategies to Prevent and Remediate Challenging Behavior in School Settings. Upper Saddle River, New Jersey: Pearson Education.