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Data Analysis and Decision-making

IntTas data 01iThroughout an intervention, the team must measure the learner’s progress and make the necessary adjustments. Decisions made must be based on data collected during and after the intervention. The Intervention Planning Tool may prove useful to record the learner’s performance during the teaching sessions to confirm that the objectives have been achieved and to plan the assessment of skills maintenance. The tool gives the team up-to-date information 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 during the teaching sessions.

Click below to see how Lucy's team recorded her progress in the Tracking Progress and the Maintenance Assessment sections of the Intervention Planning Tool.

Tracking Progress
Step MasteredDateContextInitials and Comments
1. Turn on the cold water faucet October 13th Bathroom – 1st floor JK
2. Turn on the hot water faucet October 12th Bathroom – 1st floor JK
3. Wet your hands Already mastered    
1. Put soap on your hands October 11th Bathroom – 2nd floor JK
5. Rub the soap on the palms of your hands for 10 seconds October 10th Kitchen JK
6. Rub the soap on the backs of your hands for 10 seconds October 7th Kitchen JK
7. Rub the soap between your fingers for 10 seconds October 6th Bathroom – 1st floor JK
8. Rinse your hands Already mastered    
9. Turn off the hot water faucet October 5th Kitchen JK Lucy likes to run the water on her hands, so sometimes you have to encourage her to turn off the tap. We started using a timer.
10. Turn off the cold water faucet October 4th Bathroom – 2nd floor JK
11. Take a towel/paper October 4th Bathroom – 1st floor JK
12. Wipe hands with towel/paper Already mastered    
13. Place towel on counter/paper in trash Already mastered    
Maintenance Assessment
DatePerson ResponsibleLocationObservations and Initials
October 17th Mr. Landry    
October 24th Mr. Landry    
October 31st Lucy’s parents At home  
November 7th Mrs. Kerry    
November 14th Mr. Landry    
November 28th Lucy’s parents At home  


Here is how Lucy’s team ensured the fidelity of the intervention:

Observation Tool for Ongoing Support – Lucy's Example

Here are different scenarios to help you practice interpreting the data and making decisions appropriate for a given situation.

Henri
IntTas data 02iHenri is 8 years old. As a result of the CALI – Functional Skills for Independence, the team determined that Dressing for outside is a skill that he needs to be taught. See the data collection sheet for Henri’s current level.

Objective
Analyze the data at the current level to write a SMART goal and choose the appropriate teaching strategy.

Questions
Based on Henri's data, how would you write his SMART goal?

Click here for a possible response.
SMART Goal
By April 5, XXXX, Henri will be able to perform the seven steps required to put on his coat every time he has to go outside, without help from an adult, for five consecutive trials.


According to Henri's data, which teaching approach would you choose to teach Dressing for outside?

Click here for a possible response.
There are advantages to both chaining approaches:
  • Forward chaining
    • enables learners to practice performing the task from start to finish.
    • enables learners to be successful from the start, which may be important for some learners.
    • helps learners to gain confidence by performing the task independently from the start.
  • Backward chaining
    • enables learners to understand how skills can be useful from the beginning, because they do the last step.
    • enables learners to finish the task successfully and to have access to the final reinforcer, which may be important for some learners.
    • enables learners to begin by mastering the most gratifying step, that is, the last one.

Since Henri can already do the last step in the chain, it would be more advantageous to choose backward chaining.


Anya
IntTas data 03iAnya is 13 years old. Through the CALI – Functional Skills for Independence, the team determined that Following a visual schedule is a skill she should be taught. The team went through the steps to plan the task analysis and chaining and began implementation. The skill is taught completely in the classroom, once or twice a day, depending on the day’s schedule.

Here is Anya’s data collection sheet.

Objectives:
  • Make decisions based on data.
  • Use the data collection sheet and the Intervention Planning Tool to make decisions about the first steps of teaching.

Questions
According to the information provided on Anya’s data collection sheet, what decision(s) would you make following the November 26 session?

Click here for a possible response.
  • Anya seems to be blocked at step 3. Does she find this task difficult or less enjoyable? If so, it might be necessary to replace it with a task that is simpler or more enjoyable for her. That way she could be successful in that step and have access to a reinforcer. Once Anya masters the steps in her schedule, the team will gradually add less-preferred tasks.
  • Maybe the prompt is not effective, and they would have to opt for a different type of prompt for this step.
  • A more valuable reinforcer might motivate Anya to complete this step independently.


According to the information provided on Anya’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
Step MasteredDateContextInitials and Comments
6. Take the image and put it in the “finished” column 23/11 Arts CP
5. Perform the task or activity indicated on the “next” image 18/11   Step mastered from the beginning
4. Take the image and put it in the “finished” column. 24/11 Math Anya did not want to do the math task today. We were unable to continue the teaching session.
CP