Data Analysis and Decision-making
Throughout an intervention, the team measures the learner’s progress and makes necessary adjustments. All decisions are based on data collected during and after the intervention. The Intervention Planning Tool can be useful for recording learner performance during the teaching sessions, for confirming that goals have been achieved, and for planning how to assess the maintenance of newly mastered skills. The tool gives the team access to current information based on the learner’s progress.
Because the peers are primarily responsible for implementing the interventions, they need support and guidance. Peer-mediated interventions should always be supervised by an adult, who observes the performance of both the learner and the peer(s). The adult can then provide the peer(s) with feedback to improve their participation. Also, the adult ensures that the reinforcers offered to the learner during the interventions are increasingly similar to the reinforcers that occur naturally in the environment. That way, the learner’s behaviour continues to be reinforced even after the interventions have been completed.
Click below to see how Gabriel’s team recorded his progress.
Here are two different scenarios to help you check your understanding of concepts you learned in this section. Carefully observe the data or the information provided and think about the decision you would make in each case.
Mary
Mary is 15 years old. Following the CALI – Functional Skills for Independence, Mary's team determined that Discussing topics appropriate for the group and the situation was a skill that she needed to be taught.
Here is Mary’s Data Collection Sheet.
Objective
Analyze the current level data in order to write a SMART goal and choose an appropriate teaching strategy.
Questions
Based on these data, how would you describe the learner’s current level?
Based on these data, how would you write Mary’s SMART goal?
Based on these data, which teaching approach would you choose to teach Mary this skill?
Mario
Mario is 7 years old. Following the CALI – Functional Skills for Independence, Mario’s team determined that Being a good sport was a skill that he should be taught. The team planned the peer-mediated intervention and started the implementation process. Ms. Schwartz met with three peers who will participate in the intervention and conducted several teaching sessions with them. They will work with Mario one-on-one, on a rotating basis. When they are ready, the interventions can begin.
Here is Mario’s Data Collection Sheet.
Objectives
Make decisions based on the data collected
Use the Data Collection Sheet and Intervention Planning Tool to make decisions about the next steps in the teaching process.
Questions
Based on the information on Mario’s Data Collection Sheet, what decision(s) would you make following the May 4 session?
Based on the information on Mario’s Data Collection Sheet, how would you complete the Tracking Progress section of the Intervention Planning Tool?
Because the peers are primarily responsible for implementing the interventions, they need support and guidance. Peer-mediated interventions should always be supervised by an adult, who observes the performance of both the learner and the peer(s). The adult can then provide the peer(s) with feedback to improve their participation. Also, the adult ensures that the reinforcers offered to the learner during the interventions are increasingly similar to the reinforcers that occur naturally in the environment. That way, the learner’s behaviour continues to be reinforced even after the interventions have been completed.
Click below to see how Gabriel’s team recorded his progress.
Tracking Progress
| Period | # of Sessions Conducted | Strengths/Challenges | Average Frequency | Initials and Comments |
|---|---|---|---|---|
| January 20 to February 2 | 2 Structured context 0 Natural context |
Strengths: Great energy from the models; Gabriel was very motivated to participate; Gabriel responded very well to the intervention. Challenges: Gabriel had some difficulty with the second part of the skill. He tried to get the others to change their minds. |
N/A | Plan a short session with Vivien and Felix to show them how to respond when Gabriel tries to get them to change their minds. L.B. |
| February 5 to February 16 | 2 Structured context 1 Natural context |
Strengths: The models prompted and reinforced Gabriel’s behaviour in a structured context very well. Gabriel made a good effort to use the “positive sentences” sheet. Challenges: During the classroom activity, the models had more difficulty prompting and reinforcing Gabriel. |
N/A | L.B. |
| February 19 to March 2 | 1 Structured context 2 Natural context |
Strengths: Gabriel was able to use his sheet without prompting; the rest of the class followed the example of the models, providing Gabriel with even more reinforcement. | N/A | L.B. |
| March 12 to March 15 | 0 Structured context 2 Natural context |
Strengths: Gabriel used his positive sentences without the help of his sheet. He is becoming more and more independent. | N/A | All the peers in the class provided very good reinforcement for Gabriel’s appropriate behaviours. This seemed to encourage him to continue using positive sentences. L.B. |
Maintenance Assessment
| Date | Person Responsible | Location | Observations and Initials |
|---|---|---|---|
| March 22 | Mr. Burman | Playground | Gabriel had no conflicts with his peers. They played together throughout the recess. Gabriel agreed to follow the rules of the game. L.B. |
| March 29 | Mr. Burman | Gym | Gabriel successfully used a positive sentence. He was able to resolve a conflict calmly, without help. L.B. |
| April 14 | Ms. Leonard | Classroom | Gabriel worked well with his peers. P.L |
| April 28 (to come) | Mr. Burman | ||
| March 14 (to come) | Ms. Leonard |
Here are two different scenarios to help you check your understanding of concepts you learned in this section. Carefully observe the data or the information provided and think about the decision you would make in each case.
Mary
Mary is 15 years old. Following the CALI – Functional Skills for Independence, Mary's team determined that Discussing topics appropriate for the group and the situation was a skill that she needed to be taught.Here is Mary’s Data Collection Sheet.
Objective
Analyze the current level data in order to write a SMART goal and choose an appropriate teaching strategy.
Questions
Based on these data, how would you describe the learner’s current level?
Click here for a possible response.
Current Level
During the three observed discussions, Mary was able to ask a total of four questions and make one comment to her peers. She changed the subject during the three conversations, including once where the subject she raised was inappropriate.
During the three observed discussions, Mary was able to ask a total of four questions and make one comment to her peers. She changed the subject during the three conversations, including once where the subject she raised was inappropriate.
Based on these data, how would you write Mary’s SMART goal?
Click here for a possible response.
SMART Goal
By November 10, XXXX, during an informal discussion with peers, Mary will be able to engage in at least five relevant exchanges related to the topic, without a reminder, during three consecutive assessments.
By November 10, XXXX, during an informal discussion with peers, Mary will be able to engage in at least five relevant exchanges related to the topic, without a reminder, during three consecutive assessments.
Based on these data, which teaching approach would you choose to teach Mary this skill?
Click here for a possible response.
- Two approaches are more appropriate for Mary’s age group: peer network and peer support.
- Because the targeted skill is a social skill, peer network is an approach that would enable Mary to participate in teaching sessions with several peers.
Mario
Mario is 7 years old. Following the CALI – Functional Skills for Independence, Mario’s team determined that Being a good sport was a skill that he should be taught. The team planned the peer-mediated intervention and started the implementation process. Ms. Schwartz met with three peers who will participate in the intervention and conducted several teaching sessions with them. They will work with Mario one-on-one, on a rotating basis. When they are ready, the interventions can begin.Here is Mario’s Data Collection Sheet.
Objectives
Make decisions based on the data collected
Use the Data Collection Sheet and Intervention Planning Tool to make decisions about the next steps in the teaching process.
Questions
Based on the information on Mario’s Data Collection Sheet, what decision(s) would you make following the May 4 session?
Click here for possible responses.
- Mario seems to have difficulty putting the targeted skill into practice in the usual environment. He is much more successful in structured contexts. Determine what factors help Mario manage his frustration and make positive comments in structured comments. Identify ways to integrate these into the usual context to promote the transfer of skills.
- Determine if the reinforcement offered to Mario when he makes positive comments is strong enough. The team could reassess the effectiveness of the reinforcers or the reinforcement program. Mario might benefit from a richer reinforcement system that would make him more motivated to demonstrate the targeted behaviours.
- It might be helpful if Mario’s Phys-Ed teacher participated in the teaching sessions in structured contexts so he can reproduce certain components in his class.
Based on the information on Mario’s Data Collection Sheet, how would you complete the Tracking Progress section of the Intervention Planning Tool?
Click here for a possible response.
Tracking Progress
*Average frequency = sum of frequencies observed during all sessions divided by the total number of sessions.
| Period | # of Sessions Conducted | Strengths/Challenges | Average Frequency * | Initial and Comments |
|---|---|---|---|---|
| April 23 to April 27 | 2 Structured context __ Natural context |
Strengths: Mario is able to make positive comments when he wins and when he loses. Challenges: Mario still makes negative comments. |
Positive: 1.5 Negative: 1.5 |
I.T. |
| April 30 to May 4 | 1 Structured context 2 Natural context |
Strengths: In a structured context, Mario made several positive comments and no negative comments. Challenges: In the usual context, Mario had difficulty managing his frustration. |
Positive: 1 Negative: 4 |
I.T. Follow-up required with Phys-Ed teacher |
*Average frequency = sum of frequencies observed during all sessions divided by the total number of sessions.
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