Data Collection Methods for the Classroom Environment (PDF)

My name is Allyson Bateman Davis and I am the Education Administrator for Grafton
Integrated Health Network’s Winchester Campus. This is a module in the course
titled, “Increasing Goal Mastery through Data-based Decision Making.” This module is
on “Data Collection Methods for the Classroom Environment.”
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In this module we are going to be speaking about data collection, and by the
end of the module, it is expected that you will understand different types of
data collection methods, when to utilize common methods, and how to
implement data collection systems in a classroom environment.
2

We have now talked about data in general and the need to clearly define what we
want to measure so we can be sure we and others are accurately measuring the skill
or behavior over time. Let’s now look at some of the most commonly used data
collection methods and practices in a classroom setting. Depending on what you
want to measure, you will need to use a different type of measurement and process
to ensure you are getting the information you need. For example, you may need data
on how long it takes Samantha to complete a math worksheet, the number of
multiplication facts she got correct, the level of assistance she needed to order lunch,
and the number of times she asked for help, or how long she played with a peer at
recess.
In a classroom setting, the most commonly used measures are: frequency, rate,
duration, accuracy, and prompt hierarchy.
Over the next few slides we will discuss each of these in further detail.
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Frequency is the number of times that a defined behavior occurs within an
observation period. To assess frequency, you simply count the number of times you
observe the skill or behavior within the time frame you have set. For example, if you
want to determine the frequency of physical aggression per day, you would count the
number of times the student is physically aggressive on each school day.
Frequency counts may be used to gather many different types of information. For
example:
The number of questions the student asks in a classroom discussion
The number of times a student leaves her seat
The number of aggressions toward a peer
The number of comments the student makes to a peer
The number of prompts needed to start a task or assignment
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As stated by Van Houten in 2001, a frequency count has its pros and cons.
On the positive side a frequency count is very user friendly, meaning, it is easy to use.
Most anyone, once they know the definition of the target behavior, can make a tally
mark and keep a frequency count. Frequency does not require undivided attention as
you can keep a count while doing other things, and has very useful applications
across curriculum areas. As noted in the previous slide, there are a lot of goals you
will monitor by keeping a frequency count.
As a negative, frequency is not convenient to use when a goal or objective requires
close attention or occurs at a high rate. For example, if Samantha makes comments
during class constantly, you may not want to take a frequency count as you likely will
not be able to keep up with it!
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To make sure our frequency data is accurate, we have to look at the skill or behavior
during a specific activity or time interval. For example, if I would like to know the
frequency of the number of comments a person makes to a peer, then I may choose
to take a frequency count for the whole day, during lunch, or during the art project.
What I should not do is take a frequency count on Monday for the whole day, then on
Tuesday take a frequency count during lunch, then on Wednesday take it during art.
Can you see why this would not work? We would be comparing apples to oranges
and would not have an accurate understanding of the frequency of the behavior.
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To help with this issue, we can use rate as our measure.
Rate is the number of times that a goal or objective occurs in a specified time frame.
When comparing rate to frequency, rate can give a more accurate description of the actual
number of times the behavior, goal, or objective occurs per unit of time. When we use
frequency as our data collection method, it may be helpful for us to break it down and look at
the rate. That way we can make accurate comparisons. To do this we simply take the total
number of times the skill was demonstrated and divide it by the time.
Let’s look at an example of communication. If we looked at the number of requests a student
makes in a day, we may find that the student requested 5 times on Monday, but 12 times on
Tuesday. If we collected frequency data on Monday only one time during recess but collected
it 2 times on Tuesday during recess and lunch then it stands to reason the frequency would
be different! Therefore, it is beneficial for me to determine the rate. By dividing the total
requests by the number of data collection periods, I find that Monday the student requested
5 times and on Tuesday he requested at a rate of 6 times. Do you see how this helps us to
compare our data correctly?
Let’s look further at frequency versus rate.
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Frequency or Rate can be used in to measure a variety of skills. Here are a few
examples:
Frequency examples include:
Number of prompts required to complete a writing task
Number of problems completed on math worksheet
Number of times a student requests to use the bathroom during the day
Rate examples include:
Rate of aggressive episodes per 20 minute interval in the school day
Rate of bites of food eaten per lunch and snack
Rate of times student runs out of the classroom per hour in the day
Rate of initiations to peers per activity
Remember, rate needs to be expressed over a unit of time.
8

Now find your goals. You are to collect these before starting this presentation. Look
at your goals and:
Identify at least one goal where you collect frequency data.
Identify one goal where you collect rate data.
9

On this slide you will find an example of data to track frequency for a skill. Simply
write down the time of the observation and then place a tally mark each time the
behavior occurs. You can see in the bottom row, there is a place for you to convert
the information into a rate if you would like.
10

Here is a data sheet for frequency. This is a tally sheet.
Tally sheets are a way to take frequency or rate data. This is an example of a tick mark
tally sheet that can be used to calculate raw frequency data or rate data. This data
collection sheet is easy to use, just be sure you note the observation time periods.
Directions: After filling out the information at the top, and entering the weekly
observation dates down the left hand column, the observer will put a tally mark in
the appropriate box each time the goal/objective/defined behavior occurs and then
calculate a frequency and/or rate at the end of every week.
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As you can see by this example tally sheet, the observer simply tallied the number of
physical aggressions daily by putting a tick mark in the appropriate box. At the end of
the week, a total number of occurrences and a rate per day were calculated to
establish a frequency and rate count.
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Now let’s look at another data sheet for frequency.
This frequency data sheet can be used to keep track of the frequency count for the
skill being measured. In order to use this form, the observer needs to fill in the
student’s indentifying information, enter the goal/objective/behavioral definition
being observed, date, and initial. On this sheet, you will also provide the times for
each observation period, and then mark each occurrence of the goal or objective
above the dated column.
The frequency count is collected over a period of time and once the observational
period is over, you will have a visual representation of the data. Let’s look at this
sheet filled out.
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We are measuring Rodney’s physical aggression. You can see the clear definition of
aggression is at the top. The established observational period is written near the
bottom. For Rodney, the observational period is from 9:00-10:00. There are a couple
weeks of data on the form with 9/1 to 9/3 being used to establish a baseline. 9/4
starts an intervention where Rodney is presented a first/then card at 9:00 AM prior to
the beginning of the morning meeting. As you can see there is a decrease in physical
aggression following the initiation of the intervention. The data collected allows for
the success and progress to be highlighted.
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Here is one more example of a data sheet that can be used to take frequency data.
This is a scatter plot data sheet. A scatter plot is a system that is relatively simple and
gathered over a multitude of days, settings, activities, routines, and times. It is very
easy to use. A scatter plot may be used when you want a frequency count of a
behavior across an entire day or across several activities, and not just during a
specific observation time period. Because scatter plots break down the day into
intervals, they also help you to see when behaviors occur more and when they occur
less. For example, with requesting, I may break the day down into 15 minute intervals
and take frequency data to indicate when the student requested. Then at the end of
the day, I would look at the entire day and see the times when requesting happened
more or less.
To use this type of form, write down the activities in the first column. You can either
write down the activity or break it down by time of day. Make a mark for each
occurrence of the behavior.
This type of form works very effectively for goals related to communication, social
skills and behaviors – those behaviors a student would exhibit across the day and
across environments.

Here is another example of using a scatter plot. In this example we can see that the
teacher is tracking social skills. The teacher is looking at whether the student
responds to a peer across the school day. Anytime the student does respond, she
puts an “x” on the paper. If he does not respond to the peer’s initiation, she puts an
“O”. Additionally, she is tracking whether the student raised his hand to make a
comment or ask a question. Anytime he does this she puts an “x”. If he calls out
without raising his hand she puts an “O”.
This type of form works very effectively for many types of skills and behaviors and is
an easy type of data collection tool that can be used to track skills across the day and
across activities.

Here is a blank scatter plot for you to view.
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Duration measures the amount of time that the an event or behavior occurs from
start to finish. Duration would be appropriately used to measure how long a student
spends taking a break, crying, reading, or some other ongoing behavior.
To obtain a true duration, an observable and measurable definition is needed so the
observer is clear on when to start and end the time. For example, in a situation where
crying is being observed, the observer needs to be clear as to whether to start the
time at a whimper or a wailing cry. In an additional example, does taking a break start
before or after the request for a break has been requested?
When collecting duration data, a timer, stop watch or some other tool is needed to
accurately collect this information. It is not appropriate just to guess at the time
elapsed.
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The obvious benefit to duration recording is that the observer can tell how long a
student is engaged in a measured goal or objective, but on the contrary, duration is
difficult when trying to measure a goal or objective that has an extremely high rate or
frequency. This data collection method would not be optimal when trying to
measure multiple occurrences with a short duration, for example head banging. Head
banging could occur fast and frequent. A duration measure may give you an average
of 1 second during 15 occurrences. The 15 occurrences would be of more concern
then the 1 second duration. Another downside to duration data collection is that the
observation requires the observer’s undivided attention unless the goal or objective
has an obvious beginning and end.
However, duration would be a optimal data collection method to measure and
increase a student’s ability to read aloud, wait in line, or remain engaged in a
conversation.
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As stated earlier, duration measures the amount of time that an event occurs from
start to finish. This form is set up to measure the duration of a goal or objective. This
data sheets provides a location for you to put additional helpful information.
20

Here is an example of a duration recording sheet that measures the amount of time
Rodney spendt reading aloud. He has three opportunities to read aloud over the
course of the week. They are listed in the activity column and are morning circle,
small group, and whole group. Rodney shows difficulties in morning circle and whole
group, with more success in small group instruction, so these data show us that he
needs help in settings where there are more people to read to. As noted in the
comments section, Rodney did well with small student to teacher ratios, but was
unable to read for extended periods of time in large group settings.
21

Read each objective on the following slides and identify whether frequency, rate, or
duration data should be collected.
22

Goal 1) When given a short paragraph, Morgan will read the paragraph and will
answer five comprehension questions with 80% accuracy for 3 consecutive weeks.
For this goal, I would collect frequency data to measure the number of questions
answered correctly.
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Goal 2) When given a short paragraph, Bradley will pronounce known words correctly
and will sound out unknown words on 90% of all opportunities for 2 consecutive
weeks.
For this goal, I would collect rate data to gain an accurate idea of the actual number
of times he pronounces a known word correctly. I could count the number of known
words and the number he read correctly to determine the rate.
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Goal 3) When transitioning between activities in class, Max will put the unneeded
materials away and retrieve his new materials within 15 seconds on 4 out of 5
opportunities.
For this goal, I would collect duration data and would determine how long it took him
to make the transition.
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Goal 4) During group time, Ishaan will request a desired activity or song a minimum
of 2 times by exchanging a picture with the teacher on 4 out of 5 days.
For this goal I would collect frequency data and would track the number of times
Ishaan requests a desired activity or song.
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Data collection that measures accuracy informs the observer of the number correct
out of the number provided. This number is commonly expressed in a fractional or
percentage format.
Accuracy can be commonly seen when measuring words correct on a spelling test,
percentage of letters written legibly, or the number of tasks or steps completed in an
activity. Let’s say you give a spelling test with 20 items, and your student gets 15
items correct. He would get a score of 75, or would have performed with 75%
accuracy. Additionally, accuracy measures are typically used when a student is
taught using a discrete trial. For example, Samantha is learning prepositions using
discrete trials. After a trial is conducted, the teacher will record whether she got the
response correct.
Over time, the individual accuracy measures can be averaged together to obtain and
overall score, or an accuracy measure can be used as a singular event. For example,
you can take all of the spelling tests over a 9 week period to average them into a final
grade.
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The advantages to an accuracy measure is that it is reasonably precise and objective.
This makes it easy to use as the response is either correct or not correct. It can be
collected without additional personnel being needed.
The cons of accuracy measures is making sure the teacher knows exactly when a
behavior is or is not correct. For example, when evaluating identifying an object, is a
response correct if the student pointed to the item, or is it correct only if he picks it
up and hands it to the teacher? Another con is that accuracy measures are highly
dependent upon the ability of the data collector to not intervene. A correct answer
should only be marked correct if the criteria for being correct are met. For example, a
correct response is not one where the teacher walks by, points, and encourages a
student to check their answer. In other words, there has to be a clear definition of
what is considered to be a correct response and then the answer is only considered
correct if the student performs it precisely.
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Here are a few examples of when you might measure a skill based upon the accuracy
of a students performance:
Percent of communicative attempts made with appropriate voice tone/volume
Percent of successful toileting experiences
Expressively labeling an action
Identifying a body part
Turning on the water when washing hands
Ordering lunch
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This is an example of an accuracy data collection sheet. After completing the
information at the top and the items being measured in the left column, the observer
would fill in the date and mark whether each item or response is correct (marked
with a +) or incorrect (marked with a -) to complete the observation. The percentage
of accuracy is then calculated by taking the number of correct responses divided by
the number of total responses.
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In this example, Rodney is working on his ability to read vocabulary words aloud.
Weekly probes are being conducted and he has progressed from being able to read
three of the ten words aloud in the first week to five of ten in the second week and 6
of ten in third week. It is important to note that while this skill is only being probed
(or tested) weekly that instruction is occurring much more frequently, hence the
progress.
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Data collection on prompting measures how a student performs each step of a task
looking at the supports, prompts, or corrective feedback required. When collecting
data on prompting, you are using a prompt hierarchy and documenting progress
towards independence. We will review an example of a prompt hierarchy in a
minute.
This type of data collection is a better statement in regard to where a student is truly
performing. It tells you exactly what type of support a student needs to complete a
skill or behavior. Therefore, a measurement of independence can be used to
determine which steps of a task or skill need intervention in order to progress toward
independent completion.
As an example, there is a student who has been in the training phase of a career and
technical education program. This student has been working on vacuuming as part of
an office cleaning routine because this was identified as a weakness when completing
an assessment of office cleaning as a complete task. A task analysis was created
specifically for vacuuming, and data were collected on utilizing a prompt hierarchy
data collection sheet. The student is now showing consistency with the completion of
a majority of steps within the task of vacuuming so the teacher wants to adjust the
data collection method and utilize a task analysis that measures independence. The
transition to measuring independence is essential because it is understood that the
student will require independence in vacuuming in order to be independent in
cleaning offices.
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It is above the scope of this class to teach about prompting and prompt hierarchies.
However, prompting is a systematic way to provide and fade support to teach a
specific skill. Prompts are set up in a hierarchy. One hierarchy moves from least
intrusive to most intrusive prompting. This is where the teacher starts with a low
level of prompt and gradually increases it until the student performs the skill. The
other type of hierarchy is a most to least intrusive which provides a high level of
prompting and moves to a low level over time as the student learns the skill.
Prompt hierarchies typically involve the following types of prompts:
Full physical
Partial physical
Model
Gestural
Verbal
Independent
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With this type of data collection, you are documenting the type of support needed to
perform the task. This type of data collection can be used with virtually any skill you
wish to teach.
As you can see by the list there are many skills that can be taught. Keep in mind,
prompt hierarchy is very appropriate to use when you use a task analysis to teach. For
example, Sydney is working on learning to make a sandwich for lunch. Her teacher
created a task analysis outlining the steps to making a sandwich. Using this type of
data collection, her teacher can mark next to each step the level of prompting
needed. Marcus is learning to put on his coat. A prompt hierarchy data sheet was
used to track the steps and where he needed support.
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This type of data collection is a bit more time consuming and requires more planning
on the part of the teacher, however, it provides very helpful and descriptive
information. These data provide information that can be used to alter instruction.
It is important to note, the goal is to always move the student to independence so
fading the prompts is important. This type of data collection helps you to do just that!
This is a great system when teaching a student a hard to learn or new skill. In other
words, a skill that will require prompting and fading of the prompts over time.
35

Here is an example of a prompting data sheet. This student is working on lining up for
lunch. This system is designed to go from a most to least prompting hierarchy where
the teacher provides more prompting and fades it over time. Notice that the student
by the end is performing independently. Keep in mind, teaching trials took place in
between the data collection periods.
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Here is an example of a prompting data sheet. This student is working on putting on
his coat. Data is collected 4 times a day. Keep in mind the student may work on it
additional times during the day. This system is designed to go from a most to least
prompting hierarchy where the teacher provides more prompting and fades it over
time.
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Here is an example of a prompting data sheet. This student is working on identifying
receptive objects by pointing to the correct picture. You can see that only one type of
prompt is used for this skill. It is a gesture prompt.
When working on identifying “apple” the student requires several trials using a
gesture prompt. In the last 2 trials he is able to identify apple independently. Later, he
is working on the item “book”. He learns this item much faster as you can see by the
fact that he got the last 5 trials correct independently with no prompt needed.
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Here is an example of a prompt hierarchy form. Note that there is a legend in the
upper right corner that provides a prompt hierarchy for reporting purposes. In this
example, the instructor will use a least to most intrusive prompting system and will
initially attempt to have the student complete each skill independently and then
gradually increase the level of support needed by moving through the prompt
hierarchy. For example, if a student cannot perform a skill independently, a teacher
can use a verbal prompt, then a gestural prompt or physical prompt if needed. This
form of data collection also provides an instructor with data to show the current level
of functioning so that the previous level of prompting is clear. If can serve as a
reminder to where instruction need to be focused.
39

Rodney is again performing vacuuming in the training phase of a career and technical
education task. However, in this example, he is not quite ready to have his skills
measured using independence alone as he is still requiring some level of prompting.
On all days measured, Rodney required prompting at varying degrees in order to be
able to complete all 5 steps of the task. However, it is also of note that his overall
prompt score increased from 13 on 9/1/11 to 19 by 9/16/11. As the hierarchy gives
higher scores for lesser intrusive prompts and the highest score of 4 for
independence this shows a progression toward greater independence over time.
40

Read each goal on the upcoming slides. For each goal:
Identify the best method for collecting data.
41

Now lets go to an example. For the established goal, “When provided
with a visual recipe of no more than 5 steps, Rodney will prepare a
snack with 80% independence for three consecutive weeks.”, what
would be the best method and means to collect the data?
(30 second delay)
For this goal, prompting hierarchy would be the most appropriate
method of data collection so you would know how he is performing
on each step of the task.
42

Here is our second example. “In all settings, Rodney will decrease
aggressive behavior which is defined as any attempt to hit, kick or
push in a way to cause harm to others by 40% of baseline for 6
consecutive weeks.” What would be the best method and means to
collect the data?
(30 second delay)
For this goal, frequency would be the most appropriate method of
data collection and the observer/teacher could collect data utilizing a
multitude of different data collection sheets that include interval
recording sheets, scatter plots or tally sheets.
43

Here is our third example. “When asked to write his first and last name using wide
lined paper, Rodney will copy his name with 80% accuracy for letter formation, line
adherence and spacing for 4 of 6 weeks.” What would be the best method and means
to collect the data?
(30 second delay)
For this goal, accuracy would be the most appropriate method of data collection and
the observer/teacher could collect data utilizing a multitude of different data
collection sheets that include an accuracy checklist or rubric.
44

Here is our fourth example. “Within speech and language therapy and when
presented in a field of four picture icons, Rodney will identify (by pointing or handing)
at least twenty-five verbs for three out of four consecutive weeks.” What would be
the best method and means to collect the data?
(30 second delay)
For this goal, frequency would be the most appropriate method of data collection
and the observer/teacher could collect data utilizing a multitude of different data
collection sheets that include a checklist or tally.
45

Here is our fifth example. “When given a choice of 3 items, Rodney will select the
item he prefers with 80% independence for 4 out of 5 data trials. ” What would be
the best method and means to collect the data?
(30 second delay)
For this goal, you may want to collect accuracy data. Also, you could collect
prompting data to indicate how much support he needs to learn the skill or perform
it.
46

In our sixth and final example, “When presented with a field of 5 pictures
representing social interactions, Rodney will identify (by pointing/handing) at least 4
social interactions (ex. playing, arguing, eating) for three out of four consecutive data
points.” What would be the best method and means to collect the data?
(30 second delay)
For this goal, frequency would be the most appropriate method of data collection
and the observer/teacher could collect data utilizing a checklist, or tally.
47

In this module we talked about different types of data collection and how to
apply them to different skills and behavior. This concludes this module. As you
can see, there are many different types of data that can be used. You must
determine the type that is appropriate based on the student and the skill
being taught.
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