Data Collection
Data collection is an important part of the implementation of any intervention. If relevant data are not collected, there is no way of knowing whether the intervention is effective or if the learner is mastering the intended skills. Systematic data collection helps in determining the effectiveness of an intervention and in making informed decisions. Time and resources are therefore not wasted on interventions that are not effective. In this section, you will learn more about the functions of data collection, the different types of data collection, and effective collection methods.
Why collect data?
Data are pieces of information that is collected systematically to track student progress and guide intervention planning. Data can have different functions. Click on each function for more information.
Setting goals
To set one or more goals for your learners, you must first identify their initial abilities. These data will enable you to target an achievable goal.
Tracking progress
When implementing an intervention, you must collect data in order to measure outcomes. These data will guide decision-making throughout the teaching and learning process.
Communicating
Data collection supplies you with reliable information that you can pass on to the other team members, including the learner’s parents/guardians.
Documenting progress
Data collection provides easy access to objective information about the learner’s progress, thus simplifying decision-making, even if the data collectors are absent.
When should data be collected?
When implementing different interventions related to functional skills, you must collect different types of data. There are printable data collection sheets for each intervention. Regardless of the intervention selected, you must always collect data:
- Before the intervention to determine the learner’s current skill level;
- During the intervention to track progress; and
- After the intervention to ensure that progress is maintained.
You must collect the same type of data before, during, and after the intervention so you can compare them. The next section describes the different types of data collection that are possible.
Collecting Data Efficiently
Here are the essential elements of efficient data collection:
1. Define the skill in a measurable and observable way
Before you even start collecting data, you must identify the skill you wish to observe. The Comprehensive Assessment for Learning and Independence – Functional Skills for Independence (CALI-FSI) lists more than 1,100 functional skills. However, these skills are sometimes very generic and need to be described in more detail for each learner, in specific, measurable, and observable terms. A person who does not know the learner at all must be able to read your definition and understand exactly what needs to be observed. For example, the CALI-FSI lists the following skill:
Puts on and takes off clothes without fasteners
Here is an example of this skill described in observable and measurable terms:
Jonathan takes off his indoor shoes and puts his red boots on the right feet, while sitting on the floor or a bench.
This definition allows for accurate and precise data collection. Describing the behaviour in observable, measurable, and specific terms helps to bring some consistency to data collection and interpretation from one observer to another. Note that you do not set a goal at this stage. You just describe the skill in a more specific way.
2. Determine what you wish to measure
Whether before or during the intervention, you must determine how the skill will be measured. Do you want to measure the number of times it is demonstrated, its duration, the learner’s level of mastery, or a specific characteristic of the skill? Here are some different types of data collection that can be used to measure a skill. Click on each type to find out more.
Narrative description
This is a factual, objective description of a behaviour or skill written by the observer (also known as an anecdotal description). The observer does not judge or interpret; they simply note the details of the context and what is seen and heard. You may choose this type of data collection if you are seeking particular details about the target skill. For example, if you are targeting the skill Offers help to peers, you could note down the following information:
| Date | Place | Observations |
|---|---|---|
| October 4 | Music lesson | A friend is carrying some material over to the shelves. R. asks him if he needs any help. “Do you want some help?” |
Frequency
Frequency data is a tally or count of behaviours as they occur over a specific time period. You may choose this type of data collection if you wish to see an increase in the frequency of a target behaviour. This method is easy to use (you can use a mechanical counter or a tally on paper) and does not interfere with ongoing activities. If the length of your observation periods varies, it will be easier to compare data if you calculate frequency rates. For example, if you are targeting the skill Asks for visible objects in the environment, you might note frequency over different observation periods:
Note that the rates allow for easy comparison of results even if the observation periods vary in length. The frequency of occurrences of the behaviour cannot be compared if the sessions are of different lengths. If the length of the observation sessions differs, the response rate must be calculated.
| Date | Length of observation session | Context | # of requests | Rate (optional) |
|---|---|---|---|---|
| November 6 | 30 minutes | Free play | ////// | 0.20 request per minute |
| November 7 | 20 minutes | Free play | // | 0.10 request per minute |
| November 8 | 30 minutes | Intervention session | //// | 0.13 request per minute |
| November 9 | 15 minutes | Free play | / | 0.07 request per minute |
Note that the rates allow for easy comparison of results even if the observation periods vary in length. The frequency of occurrences of the behaviour cannot be compared if the sessions are of different lengths. If the length of the observation sessions differs, the response rate must be calculated.
Duration
This is a measure of the length of time during which a behaviour occurs. Duration data can be used to target an increase or decrease in the duration of a behaviour or a skill that the learner already demonstrates (e.g., increase the duration of an independent activity or reduce the duration of the morning routine). A timing device, such as a stopwatch, is started at the onset of the behaviour and stopped when the behaviour ends. For example, if you are targeting the skill Waits in a designated place, you might note the following information:
| Date | Place | Duration |
|---|---|---|
| December 12 | By locker | 2 min. 45 sec. |
| December 12 | At door to gym | 1 min. 14 sec. |
| December 13 | At desk | 3 min. 2 sec. |
Level of mastery
This type of data collection enables you to see whether the learner is mastering all the steps in the target skill. The symbols “+” and “−” are generally used to indicate whether the learner is successful. For example, if you are targeting the skill Brushes teeth, you might note the following information about the first steps in the sequence.
This type of data collection works well when observing skills that have several steps (e.g., Brushes teeth) but not with behaviours that have just one step (e.g., Labelling).
| Steps observed | January 23 |
|---|---|
| Opens tube of toothpaste | + |
| Puts toothpaste on toothbrush | - |
| Turns on cold water tap | + |
| Rinses toothbrush | - |
This type of data collection works well when observing skills that have several steps (e.g., Brushes teeth) but not with behaviours that have just one step (e.g., Labelling).
In this resource, a variety of data collection sheets are available to you. However, if they do not meet your needs, or if you need additional data, you can customize them or create new ones. It is also possible to use more than one type of data collection (e.g., frequency and narrative description).
3. Decide how you will collect the information you want
The key to measuring student progress is to select appropriate sources of information. Interviews and direct observation are two commonly used approaches for gathering information about a behaviour.
Interviews
Interviews with the learner, parents, educational staff or other professionals who work directly with the learner provide important information about the learner’s current performance, strengths, preferences, challenges, and factors influencing progress. Although interviews provide essential information, you must always observe the learner directly in order to collect reliable data.
Direct observation
Direct observation takes place during specific sessions where you observe the learner while recording information on data collection sheets. The information gathered during interviews can help you identify the best times to observe the learner. The number of sessions required will depend on your goal and the type of data to be collected.
4. Collect data
It is important to gather accurate quantitative and qualitative information so you can make appropriate decisions about the intervention. Below are some tips for improving the accuracy of observation and data collection.
Choose observation periods strategically.
To better manage your time and that of other observers, identify key moments in the day when you will be more likely to observe the skill in action. Interviews with parents/guardians or teachers might provide important details and help you to identify appropriate moments.
Plan a reasonable number of observation sessions.
Most of the time, you will need several observation sessions to gather the necessary information and get an accurate picture of the learner’s performance. The Interventions section of this site provides some detail about the recommended number of observation sessions for specific interventions.
Include other observers.
If resources permit, it may be useful to ask others to conduct observation sessions to collect data at different times and in different contexts. For example, one person observes and collects data during recess and at specific times in the classroom, while another does so during breaks and at lunchtime. These observers must be very familiar with the definition of the target behaviour.
Train observers.
It is essential to train everyone who participates in data collection. All observers must agree on the definition of the target behaviour for which they are collecting data and use the same system for recording the information. You can use the strategy proposed in the section Coaching and Supporting Staff, i.e., Behavioural Skills Training (BST), to train observers.
Record information immediately.
It is important to record what was seen or heard immediately to avoid omissions and errors that may arise after a certain period of time. Also, the information must be collected only by people who observe the situation directly.
Record all data in the same location.
If several people are collecting data, it is important to keep all the data collection sheets in the same binder. The binder can be placed in a strategic location to which everyone has access. If each observer keeps their data in a different location, the sheets could get lost or be overlooked during analysis and interpretation.
Example : Catherine
Catherine is 6 years old. Based on the results of the Comprehensive Assessment for Learning and Independence – Functional Skills for Independence, her team targets the skill Follows simple instructions.
The team decides not to collect data before the intervention, because the resource teacher, Ms. Jackson, has already spoken with the homeroom teacher, Ms. Boudreau, and thinks she has enough information to set a goal.
Ms. Jackson thinks narrative data collection is too labour intensive and decides to create her own data collection sheet. She will measure how often instructions are followed.
During the intervention, Ms. Jackson and Mr. Dorion, the educational assistant, are responsible for data collection. Ms. Jackson meets with Mr. Dorion to show him how to collect data. She uses Behavioural Skills Training (BST) with him.
Question: Think about the different components of data collection that you have seen in this section and in the example above. What are the areas of strength and the areas of improvement in this team’s data collection process?
Click here to display possible answers.
Areas of strength:
Areas of improvement:
- Two people will be responsible for observing. This will enable them to be more efficient and to validate their data.
- Ms. Jackson trained Mr. Dorion using BST before he started collecting data. It is important for the other observers to be trained so expectations are clear.
Areas of improvement:
- The team decided not to collect data prior to the intervention. However, direct observation of the target skill is necessary to obtain accurate, reliable information about the learner’s current skill level. Without this information, the selected goal may not be appropriate for Catherine’s needs.
- Another type of data collection than the types suggested in the modules may be chosen. However, you must be cautious and make sure you measure the skill appropriately. In this case, a simple measure of frequency might prevent the team from seeing Catherine’s actual progress. For example, if Ms. Jackson sees that Catherine followed three simple instructions during the first observation session and none during the second session, it might seem that the intervention was not effective. The interpretation is different if she takes detailed notes. For example, in the first observation session, she may note, “Catherine had 4 opportunities to follow simple instructions and was successful 3 times. She did not follow the instruction, ‘Push your chair in, please.’” and during the second session, “Catherine had only one opportunity to follow a simple instruction and did not follow the instruction, ‘Push your chair in, please.’” The narrative notes enable the team to see that, in fact, it was the same instruction that Catherine had trouble with in both sessions.
Example: Gino
Gino is 11 years old. Based on the results of the Comprehensive Assessment for Learning and Independence – Functional Skills for Independence, his team targets the skill Set the table with the right number of utensils, plates, and napkins for the number of people.
Mr. Alder collects mastery data before the intervention and is therefore able to determine the goal to be achieved. He then enlists the help of Ms. McNeil and Ms. Roy, who will participate in the intervention. He takes the time to train Ms. McNeil using BST, but Ms. Roy is absent that day and therefore does not receive the training. Ms. McNeil explains the procedure to Ms. Roy when she returns.
Because both Ms. McNeil and Ms. Roy do teaching sessions with Gino, they decide they will each prepare a binder for their data collection sheets. During her teaching session with Gino, Ms. McNeil leaves her binder outside the room so as not to disturb the learner. After the session, she fills out her mastery data collection sheets. Ms. Roy does the next day’s training session and she, too, leaves her binder outside the room. After the session, she has to accompany another student to the cafeteria and therefore cannot record her data before the end of the day.
Question: What are the areas of strength and the areas of improvement in this team’s data collection procedure?
Click here to display possible answers.
Areas of strength:
Areas of improvement:
- Data are collected before the intervention to determine the learner’s exact skill level.
- A number of people are involved in the intervention and in data collection, which increases the speed with which the intervention is implemented.
- Mr. Alder provided Ms. McNeil with Behavioural Skills Training.
- Ms. McNeil and Ms. Roy collect mastery data, as suggested in the module.
Areas of improvement:
- Although Ms. McNeil explained the procedure to her, Ms. Roy did not receive specific data collection training. It is always recommended that all participants receive Behavioural Skills Training.
- Ms. McNeil and Ms. Roy keep their sheets in their own separate binders. They should keep the data in a single location to avoid losing it or forgetting about it.
- Ms. McNeil and Ms. Roy left their binders outside the classroom during the teaching session so as not to disturb the learner. Despite their good intentions, it is important to record data immediately. If they suspect this might interfere with Gino’s learning, they should discuss it with Mr. Alder. Consideration could be given to other solutions for recording data without distracting the learner.
