Data Analysis and Decision-making

Throughout an intervention, the team measures the learner’s progress and makes the necessary adjustments. All decisions are based on the data collected during and even after the intervention. The Intervention Planning Tool can be useful for recording the learner’s performance during the teaching sessions, for confirming that goals have been achieved and for planning the assessment of the maintenance of newly mastered skills. It gives the team access to updated information based on the learner’s progress.

To ensure faithful implementation, the person responsible for planning and support should regularly check the learner’s progress and observe the work of the person responsible for implementing the intervention. See the section Coaching and Supporting Staff which describes ongoing support in greater detail.

The Tracking Progress and Maintenance Assessment sections below detail how Fynn’s team documented their progress and planned the skills maintenance assessment:



Since it is Fynn’s parents who implement the reinforcement program, Ms. Badel will not be able to observe them in action or offer them feedback. However, Ms. Badel and Fynn’s parents decide to do follow-ups every two weeks to review the data and discuss the program. Ms. Badel will then be able to give them advice and offer them support.

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Here is a scenario to help you check your understanding of concepts you learned during the session. Carefully observe the information provided and think about the decision you would make in each case.

Isabelle
Isabelle is 5 years old. Using the CALI – Functional Skills for Independence, the team determined that Persevering independently for at least 5 minutes is a skill she should develop. Isabelle presents great challenges with both receptive and expressive communication and, despite the different strategies her team has tried (e.g., a visual schedule, a timer), she has difficulty accomplishing certain tasks at school and at home. Her attention span is very short, and promising her something nice after the task is done does not improve the situation. These tasks are appropriate to her level, and she is able to perform them.

Here is the Data Collection Sheet for Isabelle’s current level.

Objective
Determine the frequency or total duration of a behaviour from observations of the learner’s current level.

Question
Based on the data for the current level, for how long does Isabelle exhibit the target behaviour during each of the observation periods?

Click here to view a sample answer.

Objective
Analyze the current-level data in order to write a SMART goal.

Question
Based on the same data, how would you complete the Learner's current level and SMART goal sections of the Intervention Planning Tool?



Objective
Determine whether a token economy system is appropriate given the context.

Question
Based on the information provided about Isabelle, would a token economy system be appropriate for her?



Isabelle's team plans to implement a positive reinforcement program to increase the duration of the targeted behaviour. The goal is for Isabelle to be able to complete a task or activity for 5 consecutive minutes. However, based on current-level data, she is able to complete a task or activity for only about 1 min and 24 seconds. The team therefore decides to start with an achievable goal and gradually increase the difficulty level to a duration of 5 minutes. The first reinforcement criterion is set at 1 minute and 15 seconds, to ensure that Isabelle can access the reinforcer often at the start of the procedure. After Isabelle has achieved this goal for 3 consecutive sessions, the goal will be increased by 15 seconds up to a total time of 5 minutes. A visual timer will be placed in Isabelle’s field of vision so she can see how much time she has left before accessing her reinforcer.

Mr. Howard will be responsible for offering the reinforcer to Isabelle for 15-20 seconds and collecting the data. He can also encourage Isabelle by pointing at the timer if she gets up or tries to move. If Isabelle resumes her work in less than 5 seconds, the timer continues. If she moves and an adult needs to encourage her to return to her seat, the adult should reset the timer.

Mr. Howard conducts a preference assessment trial with Isabelle and identifies several potential reinforcers. In order not to interrupt the task or activity too much, the team decides to choose reinforcers that can be offered and removed quickly (e.g., social reinforcement, drawing/colouring materials, stickers, glitter, play dough, and dolls).

Objective
Develop the criteria for a continuous reinforcement program.

Question
Based on the information known about Isabelle, how would you complete the Continuous Reinforcement section of the Intervention Planning Tool?



Objective
Make decisions based on data.

Question
According to the information provided in Isabelle’s Data Collection Sheet, what decision(s) would you make following the session on December 17?



Objective
Use a Data Collection Sheet and the Intervention Planning Tool to make decisions about the next steps in the intervention.

Question
Based on the information on Isabelle’s Data Collection Sheet, how would you complete the Tracking Progress section of the Intervention Planning Tool?