Data is taken on labels and then moved to a tracking sheet at a convenient time., When to use: , Use to track student behaviors or skills in a busy classroom environment. Use for behaviors that happen throughout the day. Good for taking many kinds of data. , How to use: , Place pages of blank labels on clipboards around the room. Quickly grab a clipboard and use a label any time you need to record data. Set up your data label with important information such as name, date, and target behavior. Each time the student engages in the behavior, make a mark on the data label. At the end of the observation, during a planning period, or at the end of the day, peel the…, Tip: , Keep a writing utensil attached to the clipboards. , Variations: , Print labels specific to the data you are collecting and place on clipboards around the room for easy access.
Type: Resource General
Masking tape can be placed on the leg for an on-the-move solution to taking data., When to use: , Use to track student behaviors or skills. Use for behaviors that happen throughout the day. Best for taking data on how often a behavior happens (known as frequency data). , How to use: , Identify a target behavior and place a strip of masking tape on a clipboard or your thigh. For marking, use a pen or a felt tip marker. Each time you observe the student engaging in the behavior, draw one tally on your masking tape. At the end of the observation, count the total number of marks on your tape, and write that number on the data collection sheet of your choosing, or simply peel the…, Variations: , Use more than one strip of tape and label each with student initials when data is being taken on a single behavior for more than one student at a time. For example, you might track how often each of your students initiates a conversation with a peer during a social skills group. Multiple strips of tape can also be used to track multiple behaviors for a single student during an observation period…
Type: Resource General
Use your pockets and small objects like paperclips or pennies to take easy, on-the-move data., When to use: , This collection method allows you to stay focused on observing and accurately counting behaviors. Use to track student behaviors or skills. Use for behaviors that happen throughout the day. Use for behaviors that happen during an active task where you need your hands free. Best for taking data on how often a behavior happens (known as frequency data). , How to use: , Identify the target behavior and place a handful of paperclips in your left pocket. Each time you observe the behavior, take one paperclip from one pocket and transfer it to the other. At the end of the observation period, count the total number of paperclips in your “other” pocket and write that number on the data collection sheet of your choosing.
Type: Resource General
Data is taken on sticky notes and then moved to a tracking sheet at a convenient time., When to use: , Use to track student behaviors or skills in a busy classroom environment. Use for behaviors that happen throughout the day. Good for taking many kinds of data. Use to color code data to aid with organization. , How to use: , Place pads of sticky notes with writing utensils around the room. Quickly grab a pad and writing utensil any time you need to record data. Each time you observe the behavior, make a mark on your sticky note. At the end of the observation, during a planning period, or at the end of the day simply peel the note off and place it on the student’s data collection sheet or transfer your data…, Tip: , Sticky notes can be peeled off and stuck to different surfaces multiple times. This means they can be applied to clipboards or folders and travel with you as you transition along with your student. , Variations: , Assign different colors to each of your students. Keep a number of each colored sticky note on clipboards around the room or that staff can carry. This may increase student confidentiality and aid in organization.
Type: Resource General
Keep discrete trial materials, data sheets and reinforcers neatly organized and portable., When to use: , Pre-load bins to minimize student down-time spent finding and setting up materials for discrete trial training (DTT). Bins allow reinforcers to be close at hand without being accessible to students or distracting during trials. , How to use: , Before the school day starts, collect the materials for the discrete trials you will teach for the day. Be sure you have all relevant items, manipulatives, data sheets, and preferred student reinforcers. Place these items in a bin and label the bin with the student’s name. Put the bin where it will be easily accessible when it is time to do discrete trial training. , Tips: , Keep extra writing utensils, extra data sheets, and instructions for implementation in each bin. Partition bins to keep reinforcers and tasks separate and organized. Perform preference assessments often to be sure that the reinforcers in the bin reflect current student preferences. , Variations: , Rolling cart with drawers
Type: Resource General
For use with daily schedules to identify areas in the room., When to use:, Use with individual daily schedules. Gives students a way to visualize transitions and helps them follow a schedule. Can help limit the number of students at an activity or area in the classroom at one time. Docking stations support the structure of rotation-based classroom setups., How to use: , Create a docking station visual for each space, activity, or area in the classroom, and put these visuals near the location of the activity. Make sure that these icons and words match the icons and words on individual schedule cards. Places outside the classroom (e.g., bathroom, playground) may have their docking stations located on the wall near the door. Make sure the docking station is visible…, Tip: , When areas in a classroom serve multiple purposes, you may want to use colors, rather than an activity, to identify the area. For example, if the table is an area used for both snack and small group activities, consider using a single dock such as “green table” rather than a dock for “snack” and a dock for “small group” on the same table., Variations: , If an area is off limits or “closed” to the students, place a STOP sign on the large icon of the docking station. You may also want to put small STOP signs on the individual schedule docks. If you want to limit the number of students in one area, place a small STOP sign on each individual schedule dock to identify the spots that are not available. For example, if you only want three students at…
Type: Resource General
