Data Collection Methods for the Classroom Environment (PDF)

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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. 6
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. 7
Page 1 and 2: My name is Allyson Bateman Davis an
Page 3 and 4: We have now talked about data in ge
Page 5: As stated by Van Houten in 2001, a
Page 9 and 10: Now find your goals. You are to col
Page 11 and 12: Here is a data sheet for frequency.
Page 13 and 14: Now let’s look at another data sh
Page 15 and 16: Here is one more example of a data
Page 17 and 18: Here is a blank scatter plot for yo
Page 19 and 20: The obvious benefit to duration rec
Page 21 and 22: Here is an example of a duration re
Page 23 and 24: Goal 1) When given a short paragrap
Page 25 and 26: Goal 3) When transitioning between
Page 27 and 28: Data collection that measures accur
Page 29 and 30: Here are a few examples of when you
Page 31 and 32: In this example, Rodney is working
Page 33 and 34: It is above the scope of this class
Page 35 and 36: This type of data collection is a b
Page 37 and 38: Here is an example of a prompting d
Page 39 and 40: Here is an example of a prompt hier
Page 41 and 42: Read each goal on the upcoming slid
Page 43 and 44: Here is our second example. “In a
Page 45 and 46: Here is our fourth example. “With
Page 47 and 48: In our sixth and final example, “

Data Collection Methods for the Classroom Environment (PDF)

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