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Differen(a(ng Data Collec(on: Best Prac(ce Tips for Collec(ng Data in Inclusive Se;ngs
Presented by Angela Pagliaro, MA, BCBA
Par(cipants Will Learn: 1. How to collect norma/ve data in inclusive
se5ngs 2. How to set meaningful goals for student in
inclusion se5ngs 3. Sugges/ons for types of data to collect
according to se5ng
How Do We Support Students in Inclusive Se;ngs?
1. Assess Student for Readiness – Conduct Inclusion Assessment – VB-‐MAPP Transi/on Assessment – AFLS (Assessment of Func/onal Living Skills)
2. Iden(fy Goals Based Upon Assessment Results – Take Norma/ve Data – Teach Pre-‐requisite skills if necessary
How Do We Support Students in Inclusive Se;ngs?
3. Iden(fy Appropriate Inclusion Se;ng – Educate Inclusion Se5ng Staff/Employees of
Student’s Goals – Review what their role is in the inclusion
opportunity for student
How Do We Support Students in Inclusive Se;ngs?
4. Iden/fy Who is Responsible for Collec/ng Data and What kind of data will be Collected
How Do We Support Students in Inclusive Se;ngs?
What Se;ngs Are We Talking About?
General Educa(on Se;ng – Elementary – Middle/High School
Voca(onal Se;ng – Job Coaching Sites
What is Norma(ve Data and Why do
We Need It?
Norma&ve data is data that is collected from age-‐matched peers in the same or similar se3ng that has been iden5fied as an inclusion opportunity for your
student. Norma5ve data will help you set up expecta5ons and goals for the student that you are suppor5ng for the
inclusion se3ng.
Educa(onal Inclusion Opportuni(es
Examples of Norma(ve Data to Collect for the
Elementary Educa(onal Se;ng:
1. How many /mes does peer raise hand in circle? 2. How long do peers sit in circle /me/lesson before
ge5ng antsy? 3. How many /mes does peer respond with the group? 4. How many /mes does peer respond to another peer? 5. How many /mes does a peer ini/ate conversa/on
and/or answer ques/ons? 6. How long does it take peer to complete assignments?
Poten(al Goals for Elementary Inclusion
Opportuni(es:
1. Raising hand to answer ques/ons in circle 2. Si5ng in circle for longer dura/ons 3. Responding along with a group 4. Responding to peers ques/ons and comments 5. Making play related comments 6. Comple/ng assignments independently
What Type of Data to Collect for Elementary
School Inclusion Se;ng:
1. Frequency Data: – Collect the number of /mes behavior occurs (e.g., raises hand,
responds along with group, makes comment to peer) 2. Par(al Interval Data: – Collect if the behavior occurred or did not occur in a specific
/me interval 3. Dura(on: – Collect total /me behavior occurred (e.g., /me student sat in
circle, remained on task, par/cipated in non-‐preferred ac/vity)
Middle/High School
Example Norma(ve Data to Collect for the
Middle/High School Se;ng:
1. How long does it take peer to transi/on between classes? 2. How many mul/-‐step instruc/ons are given in a
classroom? 3. How long to students give presenta/ons for? 4. How many tasks do students engage in during group
work? 5. How many conversa/onal exchanges occur during social
/me (e.g., lunch break)? 6. How long do peers stay on topic during conversa/ons?
Poten(al Goals for Middle/High School
Inclusion Opportuni(es:
1. Following a Schedule (classroom and full day schedules) 2. Par/cipa/ng in group work (e.g., following mul/-‐step
instruc/ons, giving presenta/ons, working in a group) 3. Engaging in Study Skills (e.g., comple/ng classwork,
following along with a lesson, keeping organized, taking notes during a lesson, raising hand to ask for help)
4. Social Skills (e.g., Maintaining a conversa/on about a topic, maintaining an appropriate distance, self-‐monitoring, demonstra/ng asser/veness, taking turns)
What Type of Data to Collect for
Middle/High School Inclusion Se;ng:
1. Frequency: – E.g., Number of assignments completed, number of /mes
arriving to class on /me, 2. Dura(on: – E.g., Time it takes to transi/on from one class to another
3. Interval Recording: – E.g., on task behavior, following classroom rou/nes
4. Task Analysis: – For long response chains (e.g., comple/ng a schedule,
following classroom rou/nes) .
Self-‐Monitoring
Voca(onal Se;ng
Example Norma(ve Data to Collect
for the Voca(onal Se;ng:
1. How long does it take peer(s) to complete voca/onal related tasks.
2. How many steps of a work task can peer complete in given amount of /me.
3. How many social interac/ons do peers engage in in specified voca/onal se5ng?
Poten(al Goals for Voca(onal
Inclusion Opportuni(es:
1. Following a schedule (e.g., specific to the voca/onal site)
2. Task related skills (e.g., cleaning specified areas, making change using a cash register, sor/ng items for recycling, reading and following direc/ons, following a recipe, stocking shelves, etc.)
3. Social Skills: (e.g., engaging in conversa/on about a topic, maintaining personal space, accep/ng feedback and correc/on, calling if running late)
What Type of Data to Collect for
Voca(onal Se;ng:
1. Task Analysis – E.g., for long response chains like following a recipe,
cleaning specified areas, sor/ng items) 2. Group Data Collec(on – E.g., ability to collect data for mul/ple students in
voca/onal se5ng 3. Frequency – E.g., number of /mes student completes task
Tips for Data Collec(on:
• Iden(fy the type of data that makes most sense for the se5ng and student goal
• When in the community, try to use technology to collect data
• Communicate regarding who needs to be collec/ng the data
• Collect data at least 1 (me per week
Ques(ons?
