TSCSN Webinar 1 Data Collection 10/19/2017
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TRIAD SOCIAL COMMUNICATION
SUPPORT NETWORK
PROVIDING A PLATFORM FOR SPEECH LANGUAGE PATHOLOGISTS AND EDUCATORS
TO LEARN AND SHARE SKILLS WITH PROFESSIONALS ACROSS THE STATE
DATA COLLECTION
WEBINAR OBJECTIVES
Use S.M.A.R.T. goal writing criteria to assess and edit goals
Select and apply data collection system to measure progress
TSCSN Webinar 1 Data Collection 10/19/2017
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OBJECTIVE OR SUBJECTIVE?
SOCIAL VALIDITY
• Subjectively determining the
efficacy of treatment.
OBJECTIVE OR SUBJECTIVE?
OBJECTIVE
• Objectively determining the efficacy
of treatment.
DEFINING COMMUNICATIVE SKILLS
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DEFINING COMMUNICATIVE SKILLS
SpecificHave I identified what the skill will look like
and sound like?
DEFINING COMMUNICATIVE SKILLS
MeasurableHave I clarified when the skill will be
considered met? Which data collection method will be used to measure progress?
DEFINING COMMUNICATIVE SKILLS
AchievableHave I selected an appropriate level of
difficulty?
TSCSN Webinar 1 Data Collection 10/19/2017
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DEFINING COMMUNICATIVE SKILLS
RealisticDid I identify the most natural setting to teach
the new skill?
DEFINING COMMUNICATIVE BEHAVIORS
TimelyHave I selected antecedent events that will
help students acquire and generalize the new communicative skills?
S.M.A.R.T. GOAL
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S.M.A.R.T. GOAL 1. Orient to communicative partner and make comments
2. Orient his body towards his communicative partner and make a comment about the topic
1. During small group instruction in the SLP room
2. During lunch with peers in the cafeteria
1. a minimum of 3 times during a 20 minute interval as monitored by Alex and peers using a self-monitoring tool.
2. on 4 of 5 opportunities as measured by SLP observation.
Examples
Questions Answers
Think Tank
www.vkclearning.org
Defining BehaviorSchool Age or Early Childhood
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http://blog.slptoolkit.com/aligning-iep-goals-to-academic-standards/
Aligning Goals Writing with
State Standards
HOW AM I GOING TO MEASURE?
Frequency
Durational
Latency
Interval
Derivative
Derivative• Percentage Data
• Most commonly used data collection
method in SLP
• Combining 2 sets of data obtained
during a session
• May result in an inaccurate
description if there are less than 20
response opportunities
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Frequency • Counting the number of times a
specific behavior occurs during a
specific time frame
• Used when determining a student’s
use of a specific pragmatic function
• Do not use with discrete trials (e.g.
labeling flash cards, articulation
drills, etc.)
• Do not use with behaviors or skills
that occur for long periods of time
Durational • Quantifying the amount of time a
student engages in a target
behavior
• Total duration per session
• Total duration per occurrence
• Use for pragmatic language target
behaviors
• Eye contact
• Topic maintenance
• Proximity
Latency • Recording the amount of time
between an antecedent stimulus and
the student’s response
• Select for skills that need to be
demonstrated within a certain time
frame
• Responding to greetings/farewells
• Answering questions
• Following directions
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Interval • Dividing a session into intervals and
recording the occurrence of the
target behavior
• Whole-interval
• Partial-interval
• Use for pragmatic language target
behaviors
• Eye contact
• Topic maintenance
• Proximity
HUNTER DATA COLLECTION
Frequency
Durational
Latency
Interval
Derivative
ALEX DATA COLLECTION
Frequency
Durational
Latency
Interval
Derivative
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Data Hacks!
© Vanderbilt TRIAD
HOW CAN I MAKE THIS EASIER?
© Vanderbilt TRIAD
© Vanderbilt TRIAD
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© Vanderbilt TRIAD
© Vanderbilt TRIAD
Examples
Questions Answers
Think Tank
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https://www.speakingofspeech.com/data-forms.html
Speaking of Speech
Data Collection
https://www.youtube.com/watch?v=R8o-oQUft00
Google Forms for Data Collection
Kristin Dorris, MS, CCC-SLPSpeech Language [email protected]
615.875.9535
Aislynn Kiser, M.Ed., BCBABoard Certified Behavior Analyst
http://vkc.mc.vanderbilt.edu/events/5991